Erasmus Presentation

DESIDERIUS ERASMUS

DESIDERIUS ERASMUS

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Born:

October 27, 1466/1469

Died:

July 12, 1539

Humanist and Cosmopolitan

Educator

Presentation by Maureen Bucci and Meaghan Patterson

Biography of ErasmusBiography of Erasmus Born Geerit Gerritszoon

Latinized name Desiderius Erasmus

Born end of October, ~1466 in Rotterdam,

the Netherlands

Illegitimacy

Attended primary school at age 6

Cathedral school at Utrecht

Born Geerit Gerritszoon

Latinized name Desiderius Erasmus

Born end of October, ~1466 in Rotterdam,

the Netherlands

Illegitimacy

Attended primary school at age 6

Cathedral school at Utrecht

Early Education

Early Education

St. Lebwin’s school at Deventer operated by the Brethren of the Common Life

Reading, writing, arithmetic, and religion

Religious studies emphasized the Gospels, writings of the Church fathers, and the lives of the saints

Spent 9 years at St. Lebwin’s school

Identified as a gifted student

St. Lebwin’s school at Deventer operated by the Brethren of the Common Life

Reading, writing, arithmetic, and religion

Religious studies emphasized the Gospels, writings of the Church fathers, and the lives of the saints

Spent 9 years at St. Lebwin’s school

Identified as a gifted student

Secondary EducationSecondary Education Death of parents

Entered Augustinian priory at Steyn

Continued his advanced studies

Augustinian education defended compatibility of Greek and Roman knowledge with Christianity.

At 23 he was ordained a priest under the Augustinian religious order

Death of parents

Entered Augustinian priory at Steyn

Continued his advanced studies

Augustinian education defended compatibility of Greek and Roman knowledge with Christianity.

At 23 he was ordained a priest under the Augustinian religious order

Advanced EducationAdvanced Education Entered the University of Paris to study languages and Scripture

Supported himself by tutoring

Interested in teaching

Noblest of professions

Teachers are able to expose the youth to the “best literature and love of Christ” (Gutek pg. 100).

Erasmus’s Philosophy of education:

Best literature = Greek and Latin classics

True Christian morality

Entered the University of Paris to study languages and Scripture

Supported himself by tutoring

Interested in teaching

Noblest of professions

Teachers are able to expose the youth to the “best literature and love of Christ” (Gutek pg. 100).

Erasmus’s Philosophy of education:

Best literature = Greek and Latin classics

True Christian morality

Later Years - Traveler

Later Years - Traveler

1498 - England - Located at Oxford University

Independent scholar, moving from city to city

Intellectual centers of England, France, Italy, Germany, and Switzerland

Lively conversations with humanist scholars

1511 - Professor at Cambridge

1536 - Died July 12 at the age of 69 in Basel,Switzerland

1498 - England - Located at Oxford University

Independent scholar, moving from city to city

Intellectual centers of England, France, Italy, Germany, and Switzerland

Lively conversations with humanist scholars

1511 - Professor at Cambridge

1536 - Died July 12 at the age of 69 in Basel,Switzerland

Guess these famous quotes…

Guess these famous quotes…

Some of these quotes you will have heard before, but you probably did not know that Erasmus was the one who said it!

Some of these quotes you will have heard before, but you probably did not know that Erasmus was the one who said it!

Prevention is better than cure.

Women, can't live with them, can't live without them.

The most disadvantageous peace is better than the most just war.

A good portion of speaking will consist in

knowing how to lie. If you keep thinking about what you want to do or what you hope will happen, you don't do it,

and it won't happen.

He who allows oppression shares the crime.

The nearer people approach old age the closer they return to a semblance of childhood, until the time comes for them to depart this life, again like children, neither tired of living nor aware of death.

A nail is driven out by another nail. Habit is overcome by habit.

HISTORICAL CONTEXT

HISTORICAL CONTEXT

Renaissance… French for “rebirth” Cultural movement that began in Florence, Italy, and

spanned the 14th through 17th centuries Eventually spread throughout Europe Its influence affected literature, philosophy, art,

politics, science, and religion http://player.discoveryeducation.com/index.cfm?

guidAssetId=2084650f-5daa-4c56-b05e-859ee30f4333

Renaissance… French for “rebirth” Cultural movement that began in Florence, Italy, and

spanned the 14th through 17th centuries Eventually spread throughout Europe Its influence affected literature, philosophy, art,

politics, science, and religion http://player.discoveryeducation.com/index.cfm?

guidAssetId=2084650f-5daa-4c56-b05e-859ee30f4333

Different Interpretations…


Southern Renaissance

versus

Northern Renaissance

Southern Renaissance

versus

Northern Renaissance



Northern RenaissanceMore of EuropeEmphasized science and techPushed for social reform based on Christian idealsBegan later -- ended in 1650Religiously diverse Rise in Protestantism and saw more religious divisionMore universitiesChristian Humanism

Southern RenaissanceItalyEmphasized arts and cultureRise in commercialism due to Mediterranean Sea close by1350-1550Catholic church prevented study of science and technologiesFew universitiesHumanism

Religion during Middle Ages…

Religion during Middle Ages…

Catholic Church was the ONLY church Influential in government -- high ranking members often sat on the

king’s council Had its own laws -- Canon Law established Pope was the head -- God’s representative on Earth Small churches replaced by grandiose cathedrals Pilgrimages became popular Monasteries and convents saw an increase in monks and nuns Became corrupt -- charged taxes and accepted gifts from people to

guarantee a spot in heaven (indulgences) allowed the Church a great deal of influence, especially over the

kings, who would do whatever the church wanted them to do “Fools are without number.”

Catholic Church was the ONLY church Influential in government -- high ranking members often sat on the

king’s council Had its own laws -- Canon Law established Pope was the head -- God’s representative on Earth Small churches replaced by grandiose cathedrals Pilgrimages became popular Monasteries and convents saw an increase in monks and nuns Became corrupt -- charged taxes and accepted gifts from people to

guarantee a spot in heaven (indulgences) allowed the Church a great deal of influence, especially over the

kings, who would do whatever the church wanted them to do “Fools are without number.”

Demise of the influence Catholic Church…

Demise of the influence Catholic Church…

Towards the end of the Middle Ages (1309-77) At the pressing of king of France, Pope Clement V moved papacy to

Avignon People began to see the church as the “puppet” of the government instead

of being an influential power. 1378 -- cardinals were forced to elect an Italian pope (Urban VI) who moved

the papacy back to Rome Italians cardinals stood behind new pope French cardinals did not

Elected their own pope and moved their papacy back to Avignon causing great confusion for the believers

Both sides declared the other heretical The Great Schism developed

“Nothing is as peevish and pedantic as men's judgments of one another.”

Towards the end of the Middle Ages (1309-77) At the pressing of king of France, Pope Clement V moved papacy to

Avignon People began to see the church as the “puppet” of the government instead

of being an influential power. 1378 -- cardinals were forced to elect an Italian pope (Urban VI) who moved

the papacy back to Rome Italians cardinals stood behind new pope French cardinals did not

Elected their own pope and moved their papacy back to Avignon causing great confusion for the believers

Both sides declared the other heretical The Great Schism developed

“Nothing is as peevish and pedantic as men's judgments of one another.”

The end of the Great Schism

The end of the Great Schism

Council of Constance (1414-1418) Had three objectives

Bring unity back to the church Eradicate heresies Reform corruption

“Great abundance of riches cannot be gathered and kept by any man without sin.”

Deposed the popes Elected Martin V and restored papacy in Rome but the

damage to the Catholic Church was already done

Council of Constance (1414-1418) Had three objectives

Bring unity back to the church Eradicate heresies Reform corruption

“Great abundance of riches cannot be gathered and kept by any man without sin.”

Deposed the popes Elected Martin V and restored papacy in Rome but the

damage to the Catholic Church was already done

Religion during Renaissance…

Religion during Renaissance…

People began to realize the corruption taking place within the church Martin Luther’s criticism of the church and its practices

“Luther was guilty of two great crimes - he struck the Pope in his crown, and the monks in their belly.”

People began to realize their own human dignity as opposed to one particular church’s viewpoint

Religion became more individualized People became less interested in the life of the soul (and the sale

of indulgences) and more interested in living a fruitful life on earth. BIRTH OF HUMANISM

“It is the chiefest point of happiness that a man is willing to be what he is.”

People began to realize the corruption taking place within the church Martin Luther’s criticism of the church and its practices

“Luther was guilty of two great crimes - he struck the Pope in his crown, and the monks in their belly.”

People began to realize their own human dignity as opposed to one particular church’s viewpoint

Religion became more individualized People became less interested in the life of the soul (and the sale

of indulgences) and more interested in living a fruitful life on earth. BIRTH OF HUMANISM

“It is the chiefest point of happiness that a man is willing to be what he is.”

CONTEXT OF FAITHCONTEXT OF FAITH Humanists…

Believed that God holds people above everything else because humans have the free will to choose

Recognized that human’s are made in God’s image “By a Carpenter mankind was made, and only by that Carpenter can mankind be remade.”

Encouraged humans to share their God-given talents and abilities “No one respects a talent that is concealed.”

Humanists… Believed that God holds people above everything

else because humans have the free will to choose Recognized that human’s are made in God’s image

“By a Carpenter mankind was made, and only by that Carpenter can mankind be remade.”

Encouraged humans to share their God-given talents and abilities “No one respects a talent that is concealed.”

ERAMSUS’ HUMANISMERAMSUS’ HUMANISM Erasmus was a Christian humanist…

Gutek says that this means Erasmus “believed that the revival of interest in the classics and classical style would contribute to a reexamination of the Bible as the pure source of God’s revelation, free from the accretions of Medieval scholasticism” (page 95).

Erasmus, though Catholic, criticized certain practices of the church, including the elaborate rituals and ceremonies. He believed in reformation of the Church from within Wanted to hold firm to Catholic doctrine In fact, his last words before he died were, “Dear God”

Erasmus was a Christian humanist… Gutek says that this means Erasmus “believed that the

revival of interest in the classics and classical style would contribute to a reexamination of the Bible as the pure source of God’s revelation, free from the accretions of Medieval scholasticism” (page 95).

Erasmus, though Catholic, criticized certain practices of the church, including the elaborate rituals and ceremonies. He believed in reformation of the Church from within Wanted to hold firm to Catholic doctrine In fact, his last words before he died were, “Dear God”

If people who live agreeably are Epicureans, none are more truly Epicurean than the righteous and godly. And if it's names that bother us, no one better deserves the name of Epicurean than the revered founder and head of the Christian philosophy Christ, for in Greek epikouros means "helper." He alone…when Satan ruled in the world unchallenged, brought timely aid to perishing humanity…he alone shows the most enjoyable life of all and the one most full of true pleasure.

If people who live agreeably are Epicureans, none are more truly Epicurean than the righteous and godly. And if it's names that bother us, no one better deserves the name of Epicurean than the revered founder and head of the Christian philosophy Christ, for in Greek epikouros means "helper." He alone…when Satan ruled in the world unchallenged, brought timely aid to perishing humanity…he alone shows the most enjoyable life of all and the one most full of true pleasure.

CONTEXT OF FAITH…CONTEXT OF FAITH…

Philosophy of HUMANISMPhilosophy of HUMANISM

Initially meant a scholar orteacher of Latin literature

Renaissance humanism…involved grammar, rhetoric,philosophy, poetry, andhistory studied throughthe lens of Latin andGreek authors

Initially meant a scholar orteacher of Latin literature

Renaissance humanism…involved grammar, rhetoric,philosophy, poetry, andhistory studied throughthe lens of Latin andGreek authors

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RENAISSANCE HUMANISMRENAISSANCE HUMANISM Opposed the previous era’s philosophy of Scholasticism in

which… Thomas Aquinas successfully synthesized the works of

Aristotle with Christianity We now know this as the “medieval synthesis”

Scholastics tended to look only at science and philosophy and did not devote (according to the humanists) enough attention to other literary and cultural texts

Opposed the previous era’s philosophy of Scholasticism in which… Thomas Aquinas successfully synthesized the works of

Aristotle with Christianity We now know this as the “medieval synthesis”

Scholastics tended to look only at science and philosophy and did not devote (according to the humanists) enough attention to other literary and cultural texts

RENAISSANCE HUMANISTSRENAISSANCE HUMANISTS Believed that the fall of the Roman Empire was one of the

worst periods in European history because it led to the dissolution of that culture and the decline of intellectualism

Thought that the only way out of this loss of intellectualism was to find and reintroduce the lost classic texts

Literally searched through monastic libraries trying to find and reintroduce the ancient classical texts, particularly those of Plato

Tended to study the works of Plato instead of Aristotle who was studied by the scholastics

Believed that the fall of the Roman Empire was one of the worst periods in European history because it led to the dissolution of that culture and the decline of intellectualism

Thought that the only way out of this loss of intellectualism was to find and reintroduce the lost classic texts

Literally searched through monastic libraries trying to find and reintroduce the ancient classical texts, particularly those of Plato

Tended to study the works of Plato instead of Aristotle who was studied by the scholastics

RENAISSANCE HUMANISTSRENAISSANCE HUMANISTS Became very critical of political and religious structures

and urged for active reform John Wycliffe, theology professor at Oxford, preached

about growing materialism in the church Jan Hus, a Bohemian, also sought religious reformation Erasmus, a Catholic and a “caustic critic”

Also wanted religious reformation, but wanted to “remain within the institutional and theological framework of a universal Christian church” (Gutek 96).

Became very critical of political and religious structures and urged for active reform John Wycliffe, theology professor at Oxford, preached

about growing materialism in the church Jan Hus, a Bohemian, also sought religious reformation Erasmus, a Catholic and a “caustic critic”

Also wanted religious reformation, but wanted to “remain within the institutional and theological framework of a universal Christian church” (Gutek 96).

RENAISSANCE HUMANISTSRENAISSANCE HUMANISTS According to Gutek…

Became experts in translating the ancient classical texts

Made judgments about the authenticity and interpretation of these texts

Carried on intellectual and academic debates Wrote for those who shared their expertise Became an elite group of intellectuals who

thought of themselves as guardians of knowledge

(page 97)

According to Gutek… Became experts in translating the ancient

classical texts Made judgments about the authenticity and

interpretation of these texts Carried on intellectual and academic debates Wrote for those who shared their expertise Became an elite group of intellectuals who

thought of themselves as guardians of knowledge

(page 97)

As the guardians of knowledge…

As the guardians of knowledge…

Renaissance humanists established a new kind of school and way of educating to add to the existing monastic, parish, and cathedral schools and universities

The classical humanist school

The classical humanist educator

Renaissance humanists established a new kind of school and way of educating to add to the existing monastic, parish, and cathedral schools and universities

The classical humanist school

The classical humanist educator

Classical Humanist School

Classical Humanist School

According to Gutek… Stressed curriculum based on Greek and Latin classics Combined secondary and preparatory education Developed into institutions that prepared upper class

children, mostly male, into Europe’s educated elite

An example of a humanist school Established by Italian educator, Vittorino da Feltre,

to educate the children of the duke and his court officials

Sought to prepare well-rounded persons who could assume leadership positions as civil servants, administrators, and diplomats.

According to Gutek… Stressed curriculum based on Greek and Latin classics Combined secondary and preparatory education Developed into institutions that prepared upper class

children, mostly male, into Europe’s educated elite

An example of a humanist school Established by Italian educator, Vittorino da Feltre,

to educate the children of the duke and his court officials

Sought to prepare well-rounded persons who could assume leadership positions as civil servants, administrators, and diplomats.

A Classical Humanist Educator

A Classical Humanist Educator Erasmus believed

in studying the classical texts, which “contained almost everything worth knowing” (Gutek 102).

biblical study was important to form an educated person Studying Latin was indispensable teachers should be scholars and examples of intellect and

speaking for their young charges in introducing children to correct language at an early age in systematic note-taking, which we still use today in memorization and understanding of content, theme, and

meaning in the elitism that an education brings

Erasmus believed in studying the classical texts, which “contained almost

everything worth knowing” (Gutek 102). biblical study was important to form an educated person Studying Latin was indispensable teachers should be scholars and examples of intellect and

speaking for their young charges in introducing children to correct language at an early age in systematic note-taking, which we still use today in memorization and understanding of content, theme, and

meaning in the elitism that an education brings


A Classical Humanist Educator Erasmus wrote the “Declamation on the Subject of Early

Liberal Education for Children” Addressed parents and educators Urges parents to invest time, money, and effort into the

proper education of their children, particularly the boys Claimed that education should begin at the earliest age

possible because “Man's mind is so formed that it is far more susceptible to falsehood than to truth.”

but good education can make all the difference

Erasmus wrote the “Declamation on the Subject of Early Liberal Education for Children” Addressed parents and educators Urges parents to invest time, money, and effort into the

proper education of their children, particularly the boys Claimed that education should begin at the earliest age

possible because “Man's mind is so formed that it is far more susceptible to falsehood than to truth.”

but good education can make all the difference



Erasmus… Criticized the practice of handing over the

upbringing and education of children to boarding schools

Criticized schools that had become “torture chambers”

Encouraged teachers to be more humane Believed that teachers should be filled with

love yet not accepting of laziness or indifference

Erasmus… Criticized the practice of handing over the

upbringing and education of children to boarding schools

Criticized schools that had become “torture chambers”

Encouraged teachers to be more humane Believed that teachers should be filled with

love yet not accepting of laziness or indifference

Comparison with QuintilianComparison with Quintilian Quintilian (35-95 C.E.) Early childhood education Parental involvement Careful selection of tutors Bilingual, Greek and Latin Reading, Writing, Literature,

Grammar, Arithmetic Rhetorical emphasis focused

on real life situations Emphasized liberal arts

Quintilian (35-95 C.E.) Early childhood education Parental involvement Careful selection of tutors Bilingual, Greek and Latin Reading, Writing, Literature,

Grammar, Arithmetic Rhetorical emphasis focused

on real life situations Emphasized liberal arts

Erasmus (1466-1536) Early childhood

education Correct speaking at

home Teacher is a model Greek, Latin, and own

vernacular Liberal arts stressed Memorization with

understanding

Erasmus (1466-1536) Early childhood

education Correct speaking at

home Teacher is a model Greek, Latin, and own

vernacular Liberal arts stressed Memorization with

understanding

Connection to Modern Education

Connection to Modern Education

Teachers continue to create an atmosphere of love and acceptance in the classroom before children will be able to learn

Teachers continue to push their students to excel beginning at an early age

Teachers continue to be examples for their students in both intellect and morals

Catholic schools use the Bible and the teachings of Jesus as the foundation for all of the other subjects

Teachers continue to create an atmosphere of love and acceptance in the classroom before children will be able to learn

Teachers continue to push their students to excel beginning at an early age

Teachers continue to be examples for their students in both intellect and morals

Catholic schools use the Bible and the teachings of Jesus as the foundation for all of the other subjects

Erasmus’s WritingsErasmus’s Writings

1509 - In Praise of Folly

1516 - The Education of the Christian Prince

1516 - New Testament in Greek

1518 - Colloquies

1509 - In Praise of Folly

1516 - The Education of the Christian Prince

1516 - New Testament in Greek

1518 - Colloquies

In Praise of FollyIn Praise of Folly Return to simple and pure Christianity Attacked all who hypocritical and corrupt(Theologians, Monks, Lawyers, Merchants, and the Catholic

Church)Excerpt:. . . Perhaps it would be wise to pass over the theologians in

silence. That short-tempered and supercilious crew is unpleasant to deal with. . . . They will proclaim me a heretic. With this thunderbolt they terrify the people they don't like. Their opinion of themselves is so great that they behave as if they were already in heaven; they look down pityingly on other men as so many worms. A wall of imposing definitions, conclusions, corollaries, and explicit and implicit propositions protects them. They are full of big words and newly-invented terms. . . .

http://www.historyguide.org/intellect/erasmus.html

Return to simple and pure Christianity Attacked all who hypocritical and corrupt(Theologians, Monks, Lawyers, Merchants, and the Catholic

Church)Excerpt:. . . Perhaps it would be wise to pass over the theologians in

silence. That short-tempered and supercilious crew is unpleasant to deal with. . . . They will proclaim me a heretic. With this thunderbolt they terrify the people they don't like. Their opinion of themselves is so great that they behave as if they were already in heaven; they look down pityingly on other men as so many worms. A wall of imposing definitions, conclusions, corollaries, and explicit and implicit propositions protects them. They are full of big words and newly-invented terms. . . .




The Education of the Christian Prince

The Education of the Christian Prince

Political education of those who were born to rule

Prudent, gentle, and humane ruler Subjects location, economy, demography,

history, traditions, customs Humanistic education Religious principles Role model Supervisory role over the schools and teachers Educated in peacekeeping to avoid war Urged peaceful adjudication to resolve

international conflicts

Political education of those who were born to rule

Prudent, gentle, and humane ruler Subjects location, economy, demography,

history, traditions, customs Humanistic education Religious principles Role model Supervisory role over the schools and teachers Educated in peacekeeping to avoid war Urged peaceful adjudication to resolve

international conflicts

Early Christian writings

Early Christian writings

Original Greek (New Testament)

Original Hebrew (Old Testament)

Original Greek (New Testament)

Original Hebrew (Old Testament)

ColloquiesColloquies Conversational dialogues Educational power of conversation Translated example:SYLVIUS, JOHN Sy. What makes you run so, John ? Jo. What makes a Hare run before the Dogs, as they

use to say ? Sy. What Proverb is this ? Jo. Because unless I am there in Time, before the Bill

is called over, I am sure to be whipp'd. Sy. You need not be afraid of that, it is but a little past

five: Look upon the Clock, the Hand is not come to the half Hour Point yet.

Jo. Ay, but I can scarce trust to Clocks, they go wrong sometimes….

Conversational dialogues Educational power of conversation Translated example:SYLVIUS, JOHN Sy. What makes you run so, John ? Jo. What makes a Hare run before the Dogs, as they

use to say ? Sy. What Proverb is this ? Jo. Because unless I am there in Time, before the Bill

is called over, I am sure to be whipp'd. Sy. You need not be afraid of that, it is but a little past

five: Look upon the Clock, the Hand is not come to the half Hour Point yet.

Jo. Ay, but I can scarce trust to Clocks, they go wrong sometimes….

Erasmus’ Method of Presentation

Erasmus’ Method of Presentation

Guide to Instruction (Gutek, pg. 103)

1. Discuss the biography of the classical author whose text was being studied.

2. Identify the genre or type of work.

3. Discuss the theme or plot, especially the representation of time, place and events.

4. Comment on the author’s writing style.

5. Comment on the moral applications of the literary piece.

6. Extrapolate the cultural and philosophical implications of the work.

Guide to Instruction (Gutek, pg. 103)

1. Discuss the biography of the classical author whose text was being studied.

2. Identify the genre or type of work.

3. Discuss the theme or plot, especially the representation of time, place and events.

4. Comment on the author’s writing style.

5. Comment on the moral applications of the literary piece.

6. Extrapolate the cultural and philosophical implications of the work.

References References Williams, Kathleen, editor. Twentieth Century Interpretations of 'The Praise of Folly': A Collection of Critical

Essays. Englewood Cliffs, NJ: Prentice-Hall, 1969. 122p.PA8515 .W5 Erasmus, Desiderius. (2005). Retrieved October 9, 2009, from Discovery Education:

http://streaming.discoveryeducation.com/ All About the Renaissance. (2004). Retrieved September 29, 2009 from Discovery Education:

http://streaming.discoveryeducation.com/ Desiderius Erasmus. Goldhil. (2001). Retrieved October 18, 2009, from Discovery Education:

http://streaming.discoveryeducation.com/ http://www.newadvent.org/cathen/05510b.htm http://www.historyguide.org/intellect/erasmus.html http://www.all-about-renaissance-faires.com/renaissance_info/catholic_church_in_the_renaissance.htm http://www.vlib.us/medieval/lectures/great_schism.html "Council of Constance." The Columbia Encyclopedia, Sixth Edition. 2008. Retrieved October 17, 2009 from

Encyclopedia.com: http://www.encyclopedia.com/doc/1E1-ConstncCo.html http://library.thinkquest.org/C006522/religion/overview.php http://www.historyguide.org/intellect/humanism.html http://en.wikipedia.org/wiki/Desiderius_Erasmus http://en.wikipedia.org/wiki/Renaissance http://en.wikipedia.org/wiki/Humanism http://en.wikipedia.org/wiki/Renaissance_humanism Gutek, Gerald Lee. Historical and philosophical foundations of educations: a biographical introduction; 4 th

edition.

Williams, Kathleen, editor. Twentieth Century Interpretations of 'The Praise of Folly': A Collection of Critical Essays. Englewood Cliffs, NJ: Prentice-Hall, 1969. 122p.PA8515 .W5

Erasmus, Desiderius. (2005). Retrieved October 9, 2009, from Discovery Education: http://streaming.discoveryeducation.com/

All About the Renaissance. (2004). Retrieved September 29, 2009 from Discovery Education: http://streaming.discoveryeducation.com/

Desiderius Erasmus. Goldhil. (2001). Retrieved October 18, 2009, from Discovery Education: http://streaming.discoveryeducation.com/

http://www.newadvent.org/cathen/05510b.htm http://www.historyguide.org/intellect/erasmus.html http://www.all-about-renaissance-faires.com/renaissance_info/catholic_church_in_the_renaissance.htm http://www.vlib.us/medieval/lectures/great_schism.html "Council of Constance." The Columbia Encyclopedia, Sixth Edition. 2008. Retrieved October 17, 2009 from

Encyclopedia.com: http://www.encyclopedia.com/doc/1E1-ConstncCo.html http://library.thinkquest.org/C006522/religion/overview.php http://www.historyguide.org/intellect/humanism.html http://en.wikipedia.org/wiki/Desiderius_Erasmus http://en.wikipedia.org/wiki/Renaissance http://en.wikipedia.org/wiki/Humanism http://en.wikipedia.org/wiki/Renaissance_humanism Gutek, Gerald Lee. Historical and philosophical foundations of educations: a biographical introduction; 4 th

edition.

http://www.newadvent.org/cathen/05510b.htm


http://www.newadvent.org/cathen/05510b.htm


Erasmus Presentation

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