EDUC703-3.2c_HistoricalEraAnalysis_JSlaughter.docx -...

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Running head: PLAY, THINK, AND CREATE 1 Play, Think, and Create: Educating the Masses in the Enlightenment and Modernity Eras Judine Slaughter EDUC 703 Liberty University 2019
PLAY, THINK, AND CREATE 2 Abstract This paper explores the relationship between the Enlightenment and Modernity historical eras from Gerald L. Gutek’s (2011) Historical and Philosophical Foundations of Education: A Biographical Introduction. The concept of play, think, and create is a summary of the Enlightenment philosophers Rousseau, Pestalozzi, Jefferson, Wollstonecraft, with the Modernity philosophers Mann, Owen, Froebel, Mill, and Spencer. Their theories build one on the next and each was needed to incorporate religious, educational and government changes. Identifying the prominent philosophies during each of these two historical eras and the key tenets of those philosophies, gives a better understanding of how the current European and American political, educational, and religious foundations were formed. The two eras are also analyzed in light of J. P. Moreland’s (2007) Kingdom Triangle with my personal Biblical Worldview Analysis. Recognizing the empirical and unempirical interconnections of the past, present and the future, we can make better informed decisions for all. Keywords: enlightenment, modernity, religion, government, education
PLAY, THINK, AND CREATE 3 Play, Think, and Create: Educating the Masses in the Enlightenment and Modernity Eras During the Antiquity and Medieval eras only rich and religious by birth status attained an education. Throughout Europe, the Catholic church controlled the property, piety, and power of the masses, with one and only way of thinking and doing things in favor of the piously religious and wealthy. For three hundred years building up until the French Revolution and slightly one hundred and fifty years for the American Revolution, the Protestant Reformation slowly grew like an underground splinted sect, constantly persecuted for their new way of thinking, leading to inconsistent formulation, because the Catholic religious order did not want to give up on their position or status in life. Many educated elites grew tired of the violence and thought of different ideas to lift the masses into productive citizens, which eventually created a new middle class. The enlightenment philosophers benefited from the revolution’s favoring a new system, which allowed the possibility to begin implementing society and politics changes with an acceptance of new educational methods. The modernity philosophers evaluated the lessons learned from the enlightenment era by means of refining and revising classroom processes to what are still used today. The Enlightenment era helped to define the Modernity era where playing, thinking, and creating, proved to be new sustainable concepts for religious, education and government policies.

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