Renaissance Dbq

renascence was a prison term of rebirth of the studies of the Greeks and Ro hu hu valet beings, as well as the scoop out of new appraisals. Some ideas that were created in the reincarnation include individualism, secularism and human beingism. Individualism was the model of the individual and the belief to be able to reach the best of its abilities. Secularism is enjoying materialistic affairs, which took after the Romans epicureanism. Lastly, the concept of humanism which is the study of human nature. All common chord of these ideas were ideal to the use of goods and servicess and value of command throughout the rebirth.These ideas were serviceable to the people as well as ca apply them damage. Thus, development and its purposes and values were argued heatedly throughout the reincarnation. Some of the main arguments were information for fastness class, knowledge for all, and criticizing teaching over all. Some Renaissance men argued that facts of life should be fo r the upper class or people who wish to attempt to be mathematical function of the upper class. They believed the upper class was the only people that needed an education since they were at the top.Some men who believed this were Castigli i, Aeneas Sylvius Piccolomini, and John Amos Comenius. Castiglione wrote a book to the courtiers describing how a courtier should be cause. This book, The Courtier, was used by upper class for three hundred years to see their kids more(prenominal) or less manners and behaviors. Castiglione suggests that a courtier should be well-rounded in his studies and be passably learned in the humanities, in the Latin poets, orators and historians (Doc. 3). Compared to a dismount class male, Castiglione believes the upper class needs more education.Aeneas Sylvius Piccolomini was an Italian human-centred who later became pope. He describes that education is needed on high class, especially a prince or any ruler (Doc. 1). John Amos Comenius stressed the i mmensity of education and university which, back then, university was more for the upper class since they can spend it. He believed the only useful education was university (Doc. 13). As more time passed by, the percentages of justices of the peace who attended university increased. More men started getting an education and comme il faut part of the upper class.Francesco Guicciardini was an Italian statesman and historian. When he was young he never took education seriously, but as he grew older he regret it and wished he paid more attention. He talks about that if he had a great education he could have exposed the way to the favor of princes and sometimes to great profit and honor. He believed that if he had a great education he could have been in the upper class (Doc. 6). This shows that many people argued strongly about the purpose and value of education was for the upper class or to attempt to be part of the upper class.Other Renaissance men believed that education should be f or all. This idea was practiced more in the Northern Renaissance than the Italian Renaissance but it was still used in both. An example of Northern Renaissance men that hold this idea would be Desiderius Erasmus and a man from the check Ordinances. He wrote the Praise of Folly which was a satire against the church. Erasmus was also cognise for his strong belief in education and institution (Doc. 4). A man from the School Ordinances believed everyone should go to school so they can learn subject and to be afraid of god.I think this view point is strange since this man is telling this to a pastor and a pastor wouldnt wish well the idea of teaching kids to be afraid of god (Doc. 7). Examples of Italian Renaissance men who hold this idea would be Battista Guarino. Battista Guarino believed learning and training in virtue is the true meaning of humanist and that this property pursuits all of mankind (Doc. 2). The values and purposes of education was to reach a wider variety and attem pt to throw away education to all. Lastly, another group of Renaissance men argued intensively that the values and purposes of Renaissance education was useless and pointless.John Brinsley was an English schoolmaster and he believed that when adolescents went to school, they have little sense of the meaning and true use of learning. He claims that all they know is how to write in Latin which no one will want to read (Doc. 10). In a letter from an unusual man to the Parlement of Dijon, he says, the study of literature is appropriate only to a small minority of men (Doc. 11). He goes on to say that more hard-working bodies are needed than dreamy and contemplative spirits. Michel de Montaigne was a French litterateur and politician.He called the educational system absurd and accused the cause of the selection of books was imputable to which one sounds the best not which one has the best facts (Doc. 8). John Amos Comenius believed education was pointless until university. He stressed the importance of education in university, which was normally the upper class who went to university. He criticized and emphasized the unimportance of education forwards university greatly (Doc. 13). The values and purposes of education were discussed and argued greatly throughout the Renaissance.The main arguments were education for upper class, education for all, and criticizing education over all. Castiglione, Aeneas Sylvius Piccolomini, and John Amos Comenius believed strongly in education for upper class. Desiderius Erasmus, a man from the School Ordinances, Battista Guarino believed in education for all. Lastly, John Brinsley, Michel de Montaigne, and, once again, John Amos Comenius criticized the education system strongly. All three topics are only a few of the many values and purposes of the education during the Renaissance.