EDUC 703 Discussion #2-Ch4Q1 Atlantic World
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EDUC 703 Discussion #2 Chapter 4: Q1-How did learning develop differently in the Americas, Africa, and Europe during the fifteenth century?
During the fifteenth century, the educational systems in the Americas, Africa, and Europe was vastly different. In the Americas, literacy and advancements were limited by the isolation from the rest of the world due to the Atlantic. Although there were 1,200
languages and many dialects, the lack of interaction with the rest of the world stunted their advancements like the use of the wheel or domestic animals. The Incas also placed great value on the transmission of knowledge from generation to generation, and
the preservation of their cultural heritage. This kind of learning was also common among Native American tribes, which relied heavily on oral histories and oral traditions. Knowledge and skills were passed down from generation to generation through storytelling, observation, and hands on experience. In Africa, education during the fifteenth century was largely based on the study of Islamic culture and religion. Islamic scholars established schools and universities for their population of 80,000 within the cities for trading, like Timbuktu. However, there was also informal education being taught outside the city among commoners. These lessons were predominantly skilled based and cultural or religiously focused. Further away from the city and into the villages, the people were uneducated and uncivilized. There was a distinction among the educated or learned men (Smith, 2020). Vastly different was education in Europe. Unlike the Americas and parts of Africa, Europe was not hindered by isolation. Education focused on classical literature, philosophy and theology. Europe was a melting pop of culture and religion resulting in shared ideas and values through collaboration. As a result, universities were established and rapidly expanding due to the invention of the printing press which led to the rapid dissemination of information (Smith, 2020). The fifteenth century was a period of great progress and innovation, and the development of learning in each region was a reflection of that.
Smith, S. J. (2020).Windows into the history and philosophy of education. Kendall Hunt Publishing Company.
Response #1:
Catherine Holloway
Chapter 5 - Reflection Question #3 "Explain how the printing press served as a transformational tool for literacy and the democratization of knowledge." Literacy has significant value in the transfer of knowledge in any given environment. The ability to grasp concepts through reading and writing, and have access is the monumental tool that allows students to succeed. The printing press, invented by Gutenberg only confirmed the notion that there was a possibility for the transfer of the written word to be supplied to the masses. Similar to the invention of the printing press, the notion of supplying braille for students with visual impairments enables them to have access to the content. Related to supplying braille for students with visual impairments, the inclusion of the
common person to be supplied with the means to read the Bible in "the language of the home rather than in classical languages" created accessibility in its simplest form (Smith, 2020, p. 37).
Printing provided the foundation and the desirability to improve learning and literacy. A proponent of the printing press was Luther and his influence on the priesthood of all believers, the doctrine that believed that all were qualified to read the Bible and that there was "no true, basic difference" (Smith, 2020, p. 38).
This doctrine influenced the improvement in literacy for males and created the importance for females to become literate. The democratization of knowledge transpired throughout Europe and encouraged the improvement and the need for education. The Bible was being translated and produced for all, which influenced the increase of more Christians towards the belief in the printed word. With the influence of the printing press, the public was becoming more literate, and therefore Reformation was growing and giving the people liberation.
References:
Smith, S. J. (2020).
Windows into the history and philosophy of Education
. Kendall Hunt.
Catherine,
The printing press was a pivotal invention that transformed literacy and democratization of knowledge. Before the printing press, teaching had to rely on expensive manuscripts which limited access to information. The printing press allowed for the creation of many copies of written work to be quickly produced, providing greater access to information for all and setting the framework for the gradual transformation of societal literacy. Having knowledge accessible to all people was critical to the dissemination of knowledge. The ability to translate information into Braille and other languages demonstrated the need people had to learn and gain knowledge. The printing press made these efforts sensible since multiple copies could be quickly reproduced (Smith, 2020). The common people could improve learning and set the framework for change in societal literacy. Your reflection led me to think about how far accessibility has come and how access can hinder progress. One could equate the birth of
the internet to the printing press. Everyone has endless access to knowledge at their fingertips or voiced
questions.
Response #2: Keiosha Jones
Chapter 7 Question 3 Explain the conditions under which an enslaved person might be taught to read.
Due to their perceived incompetence, African Americans were treated poorly during slavery. Many enslaved people found it difficult to learn and use literacy, limiting their ability to perform daily tasks. Many tasks became more difficult for African Americans because of this. Teaching enslaved people was hazardous to both the students and the educators. However, literate people led some enslaved people and plantation owners (Smith, 2020). Only unusual cases were investigated. Plantation owners frequently taught enslaved people reading and math to help them manage the plantation. African Americans were more likely than European Americans to listen to their fellow enslaved people. It was preferable to educate them to spread the message. Owners wanted enslaved people to learn English to increase productivity and performance (Smith, 2020).
Several plantation owners recognized the benefits of providing literacy education to their enslaved people because it could improve their job-related capabilities. Furthermore, some expressed a desire to educate enslaved people to enable them to participate in evangelism efforts and improve their English language comprehension (Smith, 2020). However, many people were opposed to the idea of educating enslaved people because they were concerned that such knowledge would make it easier for enslaved people to obtain freedom documents or communicate and organize with other enslaved people. To avoid punishment, many enslaved people were secretly educated during the night. Despite the risks involved, confident individuals,
such as Rebecca Protten, have played an important part in opening the way for future generations to get an education (Smith, 2020).
The nighttime was the best time for enslaved people and their teachers to meet since this was when they would be least likely to be interrupted. To protect themselves from being punished, many enslaved people were taught in secrecy. The consequences of being apprehended might be almost as severe as death. Some enslavers encouraged their slaves' education, while many did not. Slave educators like Rebecca Protten paved the path for people of all colors and backgrounds to get a formal education in the coming years (Smith, 2020).
References
Smith, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt.
Keiosha, During slavery, literacy was heavily prohibited, and slave owners saw literacy as a threat to the institution
of slavery and their financial investments in it. Despite the many social and legal obstacles, enslaved African American people in Virginia learned to read and write. They endured some harsh conditions while learning to read such as schools being underground, personal instruction by their masters or learning from their family members and conforming to certain religious convictions. Underground schools were an extreme measure taken to become literate due to the consequences of being caught teaching or learning to read (Kimberly, 2004). On the plantations, learning became communal, and slaves learned from parents, spouses, family members and fellow slaves. Reflecting on the task labor system, one can understand why the enslaved were learning mostly at night. The task labor system allowed the enslaved people to free time when their task was completed. Although there was varying levels of difficulty for the gangs of slaves based on their abilities and ages, the tasks were demanding and
could span an entire day (Smith, 2020). Kimberly, S. T. (2004). The Slave Experience: Education, Arts, & Culture
. Thirteen PBS. Retrieved November 7, 2023, from https://www.thirteen.org/wnet/slavery/experience/education/history2.html
Smith, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt.
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