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The Guild Approach to Education

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Reyeen C

on 11 October 2015

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Transcript of The Guild Approach to Education

1.
Burgher
- a townsman

2.
Bourgeoisie
- a member of the middle class.
The word was from Old French
burgeis
"citizen of a town," from
borc
"town, village," from Latin
burgus
"fortress, castle."
The Rise of New Social Class: A demand for different education
The guilds were established during 14th and 15th centuries.
During 15th century, the guild system spread from Germany to Nordic countries.
BRIEF HISTORY AND THE INTRODUCTION OF THE GUILD SYSTEM
Towards the end of the middle age,
social and cultural changes are brought by the economic forces.
One of these was the
crusaders
.
The crusaders increase trade and commerce.
The necessity of transporting the crusaders resulted in the development of transportation, trading and banking. The crusaders themselves became acquainted with the new lifestyle which created a multitude of the new needs and luxuries.
The Crusade: The Crusaders
The new middle class needed practical education
Vocational training was emphasized for the requisites of commerce and industry

Vocational Preparation-
to prepare their children to take over of their fathers’ occupation.

A. Aims of Guild Education
1.
Religious confraternity of layman
- the practice of religious and charity works.
In Philippine setting today, the most popular example is the confraternity of the immaculate conception.
Some confraternities allow only men, while others allow only women or only youth.




B. Types of Guild
1. Vocational education
2. Reading, writing and arithmetic education
Masters were required to teach their apprentices their crafts
3. Religious education
Provide adequate religious instruction


C. Types of Education
The Guild Approach to Education
The term was derived from Saxon word
gilden
which literary meant ‘to pay.’
An
organization
composed of persons with
common interests and mutual needs
for protection and welfare.
The Guild
1.
Merchant Guild
- merchants who
bought and sold.
Artisan
- merchants who
sold their products

2.
Craft Guild
- the
skilled
workers, manufacturers and artisans
assigned themselves into craft guilds

according to their craft
to protect them from inferior work and undercut prices and to gain monopoly of production for them.

Two Types of Guild
1.
Crusade/r
- a major effort to change something
2.
Burgher
- a person who lives in a particular town
3.
Bourgeoisie
- a member of the middle class.
4.
Guild
-a form of monetary subscription which was paid by the members to their respective guilds.
-An association composed of persons with common interests and mutual needs for protection and welfare.
5.
Merchant
-a resident who sells and buys goods
6.
Craft
-an activity made by skillful use of the hands

DEFINITION OF TERMS
Discussant: Reyeen M. Cancino
2.
Frith Guild-
It means peace and freedom
The main purpose of the guild was to avenge wrongs and to keep the peace.
Within a frith each person was responsible for the well-being of the other members.





B. Types of Guild
3.
Merchant Guild-
known as Hansen.
Primarily a commercial organization
Members were independent of one another
Each guild made regulations for its own members and varies from town to town -Imposed a toll (tax) on the transactions of merchants from other towns
Took part in the religious and social life of the town
Members paid subscriptions
Punished members who were found guilty of miscon- duct
Members of this Guild
a. Residents of the same town
b. Both merchants and artisans who bought and sold.
c. Usually had a monopoly of the retail trade in their town




B. Types of Guild
4.
Craft Guild
Some large towns had as many of as 20 or 30 craft guilds.
The
skilled
workers
Guilds in the manufacturing crafts included those of:
A. Bowyers(makers of bows)
B. Fletchers(makers of arrows)
C. Girdles(makers of girdles
D. Hatters
E. Skinners
F. Weavers

B. Types of Guild
1. Reading and writing in the vernacular and arithmetic were always required.
2. The kind of craft and commercial business to be learned.
3. Religious tenets and ceremonies.

D. Content to be studied
1.
The Burgher Schools
For the education of burgher children
Supported and controlled by the cities and often taught by priest and lay teachers.
2.
The Chantry Schools
Supported and controlled by the merchants for the instruction of the children of the city.
3.
The Guild Schools
For the children of craftsmen.



E. Agencies of Education
1. Apprenticeship
A boy (6-10 years old) was assigned to a master who would teach him the skills of the trade, watch over his morals and train him in religion. In turn, the boy works hard and serves his master. This varied according to the trade. He was bound to fix a term of training, varying from two to ten years according to the difficulties of each craft. He lived as a member of the master’s household.
He cleans his tools, prepares his materials, sits beside him and learns how to work.
• At 18, after giving his proof of his skills to the committee of examiners from the guild, the youth became a journeyman.



F. Organization
2. Journeyman
• The young boy travelled as a paid worker and go to different master craftsmen. He could move about and select the master with whom he wished to work.
• Unmarried journeymen were likely to board with their masters, but they were paid wages for they learned enough to make their service of real value.


F. Organization
3. Master Craftsman

• Simply the educated apprentice. He could now put up a shop of his own if he had enough capital and could now employ apprentices and journeymen.
• Only masters could own business shops. They sold products at prices set by the guild, and were supervised by the guild to see if their products were superior.
• He had to do a special piece of work, “The Master- piece” as proof of his skill.



F. Organization
1.
Observation, imitation and practice
The sequence of activities in training was used in apprenticeship.

2.
Dictation, memorization, catechetical method
These were used in the burgher and chantry schools.

3.
Discipline
The master could be harsh in his pupil. Priest were usually employed to teach in the schools.
Education is strictly preparation for work.




G. Methods of Instruction
1.
The Burgher Schools
Controlled and supported by the cities.


2.
The Chantry Schools
Supported by the wealthy merchants.

3.
Apprenticeship
Free. The apprentice was not paid any fee but was given free board and lodging by his master.





H. Financing

1. The outstanding contribution of guild school system to education is its type of vocational training.

2. Many countries including the Philippines, consider vocational training or manpower development as an important aspect of education.

3. They have vocational programs to their school curricula and provided measures for their implementation. Apprenticeship is another.

4. This is a very good device for manpower development.

I. Outstanding Contribution to Education
1. Growth of Capitalistic Industry

Craft system had proved quite inadequate to meet the needs of the capitalistic industries serving a wide market.

2. Struggle of Producing Guilds
Town revolutions occurred in numerous places throughout Europe, most revolts representing protest against exploitation by the rich.

3. Change to the Domestic System
Peasants and their families worked in their house and were paid a piece wage for the finished products. This is often called adomestic or putting out system of industry.

4. Strict Control on Trade

J. The Decline of the Guild System
• Duka, Cecilio D. Historical, philosophical and legal foundations of education. Quezon City: Phoenix Publishing House. (from the course syllabus)
• Ellis, Arthur K. et al. Introduction to the foundation of education. New Jersey: Prentise Hall, inc., 1981. (from the course syllabus)
• Estioko, Leonardo R. SVD. History of education- A Filipino perspective. Quezon City: Logos Publications, 1994. (from the course syllabus)
• Ice Breaker Ideas. (n.d.). Retrieved September 19, 2015, from http://www.stcloudstate.edu/reslife/staff/documents/icebreakers.pdf
• Recto, Angel S. Foundations of education II: Historical, philosophical, legal, theological. Quezon City: Rex Printing, inc., 2005.
• San Mateo, Rosalinda A. Foundations of education II: Historical, philosophical and legal foundations of education. Quezon City: Katha Publishing co., inc., 1997.
• Tulio, Lovelyn D. Foundations of education II. Quezon City: Kadena press inc., 1999.

References
Motivational Activity
A Game towards expertise
Introduction of the Activity
It is a 3- level game challenge. The participant/s must pass the easy level up to the hard level in order to win this game.
Mechanics
1. Do what the master says.
2. Choose because you have the choice.
3. Do it on your own.
Note: Prizes are worth it. Play and enjoy!
Medyor
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