INTRODUCTION.

According to Mushi, P. A (2009). Ancient Egyptian education as an early organized system of formal
instruction that focused on preparing individuals for societal roles through literacy, numeracy, religious
knowledge, and moral values. In the Western education of the 12th–14th centuries, a similar structure
emerged in the formation of universities, where education was formalized, specialized, and intended to
serve religious and administrative functions (Mushi, 2009, p. 32).

According to Iliffe, J. A. (1979). Ancient Egyptian education was primarily designed to create a class of
educated elites — scribes, priests, and officials — who managed the state and religious affairs. This
mirrors the medieval European universities' purpose: to produce clergy, lawyers, and civil servants
necessary for the functioning of church and state (Iliffe, 1979, p. 18).

According to Mwanahewa, S. A. (1999). Ancient Egyptian education emphasized both theoretical

knowledge and practical skills, a model that resonated with the guild systems and vocational training
practices of medieval Europe. In this sense, Egyptian education contributed to a balanced approach
combining intellectual studies with real-world applications (Mwanahewa, 1999, p. 45).

According to Nyerere, J. K. (1967). Ancient Egyptian education as fundamentally centered on social

cohesion and moral education. The idea that education was not simply about knowledge but also about
creating morally upright citizens was a principle later reflected in Christian medieval education, where
moral and spiritual formation was key (Nyerere, 1967, p. 23).

According to Muganda, C. K. (2006). Ancient Egyptian intellectual contributions, particularly in sciences,

mathematics, and philosophy, were preserved by Islamic scholars and later reintroduced into Europe.
Thus, Egyptian education is understood as a foundation of scientific and rational inquiry that resurfaced
during the 12th-century Renaissance in Western Europe (Muganda, 2006, p. 67).

According to Luhanga et al. (2003). Ancient Egyptian education, while advanced, was exclusive — limited
to a small segment of society. Similarly, medieval European education was elitist, catering only to
nobles, clergy, and wealthy merchants. Therefore, in both systems, education was viewed as a privilege,
not a universal right (Luhanga et al., 2003,

Ancient Egyptian education promoted skills and knowledge to natives through different ways,
where during the 12 and 14 century ancient Egypty was ready developed writing skills using
pictures, symbols and drawings which generally known as: hieroglyphics

and hieratic.

Hieroglyphics means the use of pictures, symbols that ancient Egyptians used for writing. In this
notion each symbol would mean a word, sound or an idea. Many hieroglyphics were drawn on
temple walls, carves, big trees and in monuments. After changes to take place ancient Egyptians
developed from hieroglyphics to hieratic which was simple and easy way of writing and keeping
records differing from hieroglyphics, the application of hieratic used simplified version of
hieroglyphics using quick, flowing symbols that could be written fast using brush or pen. These
writings were done in papyrus (ancient paper) and not on carves, stones or walls . It was used
about for 2000 years for business, religious and education purposes.

The ancient Egyptian education about 4000 B.C aimed to faster proper understanding of
religion and vocational skills, promoting traditional activities agriculture and commerce through
education. It also promoted mathematical and geometric skills, surveying and measuring.
Example measuring the length of Nile river.

During ancient Egyptian education was ranked basing on the aim and purposes. It was ranked
as the following.

Elementary education. Introduced in 3000 B.C and 2000B.C. This was the foundational stage
where students taught how to master symbols and signs of writing, also learned how to read,
write, doing basic calculations, understanding moral values and preparing them for future
responsibilities.

Secondary education. It was the continuation of elementary education focused on advanced

skills, it took place in temples, university or college. In both levels of education girls were not
priotized in studying instead were to get trainings from domestic arts from elders.Certainly!
Below is the revised version of your academic assignment section, now with in-text citations
included in APA style:

Meaning of Western Education

Western education refers to a formal and institutionalized approach to learning that

emphasizes structured curricula, literacy, scientific reasoning, and individual intellectual
development. Unlike indigenous systems that are often oral and experiential, Western
education is delivered through organized institutions such as schools and universities and
focuses on developing critical thinking, analytical skills, and standardized knowledge (Ozmon &
Craver, 2011). It is often secular, with an emphasis on empirical evidence and rational inquiry
rather than spiritual or communal modes of learning (Gutek, 2011).

This educational system has been widely adopted across the world, especially through
colonization and globalization, often replacing or overshadowing traditional education systems
in Africa, Asia, and Latin America. The primary goal is to prepare individuals for roles in
economic, political, and social life while promoting national development and civic
responsibility (Bowen, 1981).

Origin of Western Education

The origins of Western education date back to classical Greece and Rome. In Greece, education
focused on the cultivation of virtue and reason, as seen in the works of philosophers like Plato
and Aristotle, whose institutions—the Academy and the Lyceum—are early examples of formal
education (Gutek, 2011). The Roman system emphasized rhetoric and civic duty, preparing
individuals for public service.Following the fall of the Roman Empire, the Christian Church
became the central authority in education. Monastic and cathedral schools laid the foundation
for medieval universities, such as the University of Bologna (founded in 1088) and the
University of Paris (established in the 12th century) (Ozmon & Craver, 2011). These institutions
shaped the structure and curriculum of modern universities.

The Renaissance and Enlightenment further transformed Western education by promoting

humanism, secularism, and scientific thought. Thinkers such as John Locke and Jean-Jacques
Rousseau advocated for education that fosters reason, liberty, and personal development
(Gutek, 2011). The Industrial Revolution later introduced mass schooling systems to meet the
needs of emerging capitalist economies.
 MAIN BODY

Ancient Egyptian education have many influence on the Western education system around (12th–
14th Century)

Ancient Egyptian education, though deeply rooted in religious, administrative, and practical knowledge,
left a legacy that indirectly shaped the Western education system centuries later, particularly during the
12th to 14th centuries — the time of the European High Middle Ages and early Renaissance. The
following below are the influence of ancient Egyptian education to Western education.

Emphasis on writing and record keeping.

During that time many Egyptian writings were done in papyrus, carves, stones and temples' walls,
creates the work of keeping records for memorization being easier and simple because at that time
there were no advanced skills and ways for keeping records. Ancient Egypt emphasized literacy for
administrators, scribes, and priests because were during that era these people were very respected.
Similarly, during the 12th–14th centuries, education in Europe especially in cathedral schools and early
universities stressed Latin literacy, grammar, and record-keeping . Vital skills for administration and
clergy, relating to Egyptian priorities.

Spread of mathematics and practical skills.

Egyptians were very curious in practical mathematics like geometry for land surveying, and construction
because Egypty was the oldest country to civilize so the education case on them was not a problem
making it to be like a role model to some countries which transformations were gradually changing.
During the 12th century, Europeans began re-learning advanced mathematics through translated works
from Egypt, laying foundations for later scientific advancement and practical studies in their ways of
improving education system in their country. Practical skills and applied knowledge became increasingly
important since students were learning practically.

Emergency of religious in education:

Education in Ancient Egypt was largely based on religious beliefs, priests were among the most
educated, and schools were often attached to temples, this makes youth to grow up wisely with strong
faith. This also creates western people to adapt in medieval Europe, education was similarly religious,
they introduced different religious foundation which laid in religion teachings these are like monasteries,
cathedrals, and later universities were deeply deeply connected with the Church.

Specialized education:

In Egypt, education was not universal; it was provided for elites like scribes, priests, and administrators.
Similarly, in Medieval Europe, education was limited to clergy, nobility, and, later, emerging urban
classes. Specialized fields like law, theology, medicine started developing in medieval universities,
echoing Egyptian specialization.

Introduction of liberal arts.

After the fall of ancient Egypt, much of Egyptian wisdom (especially in medicine, mathematics,
astronomy, and writing) was preserved by Greek scholars like Ptolemy and later by Islamic scholars
during the Islamic Golden Age. Arabic scholars translated and expanded on Egyptian, Greek, and Roman
texts. By the 12th century, this knowledge re-entered Europe through Spain (Al-Andalus) and Sicily via
translations from Arabic to Latin. Thus, Egyptian-rooted ideas flowed back into Western Europe. Though
not directly traced to Egypt alone, the quadrivium (arithmetic, geometry, music, astronomy) — key parts
of medieval education — aligns with fields highly developed in ancient Egypt. Egyptian astronomical and
mathematical knowledge helped shape the medieval understanding of these disciplines.

Formalization of Education Systems

Ancient Egyptian education introduced the concept of structured and formal learning institutions, such
as temple schools and scribal schools, influencing the later development of medieval European
universities like Bologna and Paris. (Mushi, 2009,)

Moral and Ethical Training

Egyptian education emphasized moral uprightness and social responsibility, through the principle of
Ma'at (truth, justice, order). Medieval European education similarly integrated Christian ethics and
morality into learning.(Nyerere, 1967,)

Creation of an Educated Elite

Education in Ancient Egypt focused on preparing priests, scribes, and administrators for leadership roles.
This model influenced medieval Europe’s education systems, which were geared toward producing
clergy, scholars, and government officials. (Iliffe, 1979,)

Integration of Practical Skills with Academics

Ancient Egyptian education combined theoretical subjects like writing and math with practical skills such
as medicine, construction, and administration. This dual approach inspired medieval guilds and
apprenticeship systems in Europe. (Mwanahewa, 1999,)

Preservation and Transmission of Knowledge

Through Islamic scholars, much of Egypt’s knowledge in mathematics, medicine, and astronomy was
preserved and transmitted to Europe, fueling the 12th-century Renaissance in learning and scientific
inquiry. (Muganda, 2006,)

Early Development of Specialized Educatio

Ancient Egyptian education provided specialized training for different societal roles (e.g., medicine for
doctors, law for judges), a system reflected in the specialized faculties (like law, theology, medicine) of
medieval universities.(Mushi, 2000).

Education for social stratification

Ancient Egyptian education contributed to a class-based system where learning was mainly reserved for
the elite. This model influenced medieval Europe, where access to education was limited to nobles,
clergy, and wealthy families.(Luhanga et al., 2003,)

The following are the Criticisms of Ancient Egyptian Education in the Western Education System
(12th–14th Century)

Exclusivity and Elitism

Ancient Egyptian education was only accessible to the elite classes (royalty, priests, scribes), excluding
the majority of the population. Medieval European education similarly restricted access, creating deep
inequalities. (Luhanga et al., 2003)

Overemphasis on Rote Memorization

Egyptian education heavily relied on rote learning and memorization, discouraging critical and creative
thinking. This influence led medieval European education to also prioritize memorization over analytical
reasoning. (Mwanahewa, 1999,)

Gender Discrimination

Education in Ancient Egypt was predominantly male-centered, with very few opportunities for women.
This pattern was replicated in medieval Europe, where women were largely excluded from formal
education. (Mushi, 2009,)

Lack of academic freedom.

Ancient Egyptian learning was strictly controlled by religious and political authorities, and other lower
class were left with a little room for expression and judging. This made European countries to face
difficult in adapting because it was very strictive with harsh rules, during medieval period in Europe
universities, colleges and schools were dominated by church doctrine, restricting independent thinking.
(Iliffe, 1979,)

Focus on Serving Authority

Education mainly served the interests of the state and religion, training individuals to obey rather than
challenge existing structures. Medieval education inherited this function, producing servants of the
Church and monarchy.(Nyerere, 1967,)

Transmission Through Cultural Filtering

Much of the Ancient Egyptian knowledge reached Europe indirectly through Islamic scholars and Greek
philosophers, leading to distortions and loss of original meanings and context.(Muganda, 2006, )

Limited Access to Education: Education was mainly reserved for the elite (scribes, priests), excluding the
general population, which contradicted medieval Western Christian ideals of broader moral instruction
(Carruthers, 1990).

Religious Domination: The intertwining of education with religious dogma (mainly to serve temple
institutions) was seen as limiting intellectual freedom and the pursuit of "universal truths" emphasized
by medieval scholasticism (Assmann, 2002).

Lack of Philosophical Inquiry: Western medieval critics, influenced by Greek and Christian philosophical
traditions, noted that Egyptian education lacked systematic philosophical exploration compared to
Socratic and Aristotelian methods (Goody, 1986).

Pragmatic Rather than Theoretical: Egyptian education focused on practical administrative skills
(accounting, record-keeping) rather than theoretical knowledge, which was valued highly in medieval
universities (Leinhardt & Smith, 1985).

Conservatism and Resistance to Innovation: Ancient Egyptian curricula were highly traditional and
resistant to change, while medieval thinkers, especially in the Scholastic tradition, valued dialectical
reasoning and innovation (Oakeshott, 1989).

Ethical Instruction Tied to Social Hierarchy: Ethical teachings in Egyptian education emphasized
obedience to authority rather than individual moral reasoning, contrasting with Christian emphasis on
personal conscience and divine law (Assmann, 2002).

Lack of Systematic Organization of Knowledge: Unlike the emerging medieval universities which
organized learning into faculties and disciplines, Egyptian education appeared fragmented and
unsystematized (Goody, 1986).

Here’s an expanded version of the impacts of criticisms of Ancient Egyptian education on Western
education (12th–14th century), with deeper explanation and historical examples, all with citations:

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Expanded Impacts of Criticisms of Ancient Egyptian Education on Western Education

Encouraged the Development of Universities

Medieval critiques of the limited access and elitism in Ancient Egyptian education led to more inclusive
educational institutions. While Egyptian education primarily trained scribes and priests, medieval Europe
responded by founding universities like Bologna (1088), Paris (1150), and Oxford (1167)—institutions
open to a broader social class (Verger, 1992). These universities allowed access to knowledge beyond a
small elite, reflecting a shift toward collective learning.

Growth of the Liberal Arts Curriculum

Unlike Egypt’s vocational training focused on administrative tasks, the medieval world developed the
trivium (grammar, rhetoric, logic) and quadrivium (arithmetic, geometry, music, astronomy) to create a
well-rounded, critical thinker (Clark, 2006). This broader education was seen as essential for both moral
and intellectual development, in contrast to Egyptian practical training.

Promotion of Rational Inquiry and Scholasticism

The static, unchanging nature of Egyptian knowledge led Western thinkers to promote dialectical
reasoning, especially in schools influenced by figures like Thomas Aquinas and Peter Abelard.
Scholasticism became a defining feature of medieval education, encouraging students to question,
debate, and reconcile knowledge with faith (Grant, 1996).

Expansion of Educational Access Beyond Elites

Egyptian education excluded women and lower classes. In response, monastic and later mendicant
movements like the Franciscans and Dominicans promoted literacy and catechism for broader segments
of society (Leclercq, 1961). Although still limited, these movements marked a significant shift from rigid
Egyptian structures.

Moral and Theological Emphasis in Learning

While Egyptian education stressed obedience to pharaohs and gods for social order, medieval learning
increasingly emphasized personal salvation and virtue. For instance, the Rule of St. Benedict emphasized
learning as a path to spiritual growth (Bowen, 2003). This theological focus distinguished medieval
education as both intellectual and devotional.

Foundation for Renaissance Humanism

Later thinkers, such as Petrarch, criticized both medieval scholastic rigidity and ancient authoritarian
systems (including Egypt) and promoted human-centered education. This shift, grounded in earlier
criticisms of Egyptian rigidity, sparked the Renaissance humanist movement, which emphasized
individual reasoning and classical texts (Southern, 1953).

Promotion of Scientific Curiosity

While Egyptian education focused on traditional knowledge (e.g., astronomy used for religious rituals),
Western criticism of this rigidity helped inspire early scientific thought in medieval Islamic and Christian
scholars. Thinkers like Roger Bacon promoted empirical methods, laying groundwork for the Scientific
Revolution (Grant, 1996).

Institutional Organization and Academic Freedom

Egyptian education lacked formal institutions of independent learning. In response, medieval Europe
developed the concept of academic guilds with self-governance, faculty rights, and standardized
curricula. The University of Paris became a model for institutional autonomy, enabling knowledge to
evolve (Verger, 1992).

CONCLUSION

In conclusion, Ancient Egyptian education significantly influenced Western education during the 12th to
14th centuries through structured curricula, moral teaching, vocational training, and the preservation of
scientific knowledge. However, criticisms exist regarding the elitist nature of education and the lack of
emphasis on critical thinking. Through a mixture of direct inspiration and indirect transmission via
Islamic and Greek scholars, the intellectual legacy of Ancient Egypt helped shape the foundations of
medieval European education.
 REFERENCE

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