The Effects of Catholicism on the Education of Women in Renaissance Ita

The Effects of Catholicism on the Education of Women in reincarnation ItalyAccording to Paul Grendler, the conservative, clerical pedagogical theorist Silvio Antoniano (1540-1603) reflected on womens statemental status in metempsychosis Italy in one of his write works, claiming that a girl (should not) learn pleading and writing poetry the egotistical sex must not reach too highA girl should attend to sewing, cooking, and other egg-producing(prenominal) activities, leaving to men what was theirs. Apparently, this was the common-held stack concerning womens education during that time. Although women were actually further to literacy, their subservient social government agency as wives and mothers could not allow them to learn as much as men did (Grendler, 1989).Women could not have possibly been employed or held a public office. Any attainable employment did not involve autonomous thought matters concerning the ruling and salutary-being of society were left to men (Grendler, 1995). Therefore, they were encouraged to receive the kind of education that would prove useful for their primarily domestic help role. It was not enough, therefore, for them to learn how to read and write they had to hammer their knowledge into a matrix of virtue and piety. The development and praise of literacy, the advances in printing and hence the widespread introduction of books to the public and finally the Counter-reclamation, were factors that influenced the development of female education (Grendler, 1989). What I would like to argue in my paper is that Catholicism acted as a medium for the development of the literacy of women in Renaissance Italy.Within the Catholic church arose the need to draw people back to conservative Catholic traditions. This was, on a certain level, a response to the Protestant Reformation and to less conservative Humanist ideals that were spreading throughout Italy. After the Council of Trent, a lot of emphasis was placed on the development of C hristian virtues at bottom individuals. What better way to achieve this than indoctrination? The knowledge of religious texts and rituals as well as the adoption of monastic virtues began to be operate heedn as imperative. Women were granted educational privileges, primarily so that they could read religious texts. Convent education for young girls became familiar amidst upper and middle class families (Strocchia, 1999). The Schools of ... ...) could have was provided by the Schols of the Christian Doctrine.Thus, we see that Catholicism provided women of Renaissance Italy great opportunities for learning. Even if such an education could take them only up to a point, since they had to learn within a religious, incorrupt framework, it is still remarkable in that it provided early foundation for the development of female education in atomic number 63.ReferencesRobert Black, The Curriculum of Italian Elementary and Grammar Schools, 1350-1500 in The Shapes of intimacy from the Ren aissance to the Enlightenment, edited by Donald R. Kelley and Richard H. Popkin, Kluwer Academic Publishers, Netherlands, 1991Paul F. Gehl, A incorrupt Art Grammar, Society and Culture in Trecento Florence, Cornell University Press, New York, 1993Paul F. Grendler, Books and Schools in the Italian Renaissance, Ashgate Publishing Limited, Great Britain, 1995Paul F. Grendler, Schooling in Renaissance Italy, John Hopkins University Press, U.S.A., 1989Sharon T. Strocchia, Learning the Virtues Convent Schools and Female Culture in Renaissance Florence in Womens Education in Early Modern Europe (1500-1800), New York and London, 1999