What impact did the Counter Reformation have on religious art and Essay

What impact did the Counter Reformation have on religious art and architecture in Venice - Essay Example de that separated the â€Å"elite† and â€Å"universal† religion on one side and the â€Å"popular† and â€Å"local† religious practices on the other side that involved both Protestants and Catholics in many parts of Europe.1 (William A. Christian, Jr., 1981) Jean Delumeau,2 a reputed French historian, believed that Counter Reformation was more of â€Å"cultural domination† that was used to convert the masses to Christianity. According to him it was a fundamental breaking away from medieval Christianity that was practiced by a greater majority of people. In this context, art and architecture during this period was greatly influenced and changed according to the changes made in society. For example, during the period of 1450 – 1660, art and architecture moved away from the mystical elements of medieval Catholicism and ushered in an era of progressive minds whose sculptures and paintings was based on a naturalistic approach based on scientific study. The Medieval period saw theorists approach and gauge artistic values in a more theoretical manner that mostly emphasized the spiritual, religious, and moral teachings of the Church. However, during the period of the 1420’s, art and architecture was viewed from a very different perspective that was based on naturalism. Anthony Blunt3 (1985) in his book titled ‘Artistic Theory in Italy, 1450 – 1660’ sheds light on Leon Battista Alberti’s writings explaining about the changes that took place in Italy in the field of art and architecture due to the influence brought about by the social, cultural and political changes that were ushered in by the Reformation. He explains that Alberti adopted a Humanistic approach in all of his writings on architecture, paintings and sculpture. Three of his best treatises were – a painting - Della Pittura di Leon Battista Alberti Libri tre, written in 1436, the ten books of architecture, De Re Aedificatoria written in 1450 and a pamphlet on sculpture, De Statua which he probably

The differences between primary school in England and Saudi Arabia Essay

The differences between primary school in England and Saudi Arabia - Essay Example The extent to which the models and theories of education build experience for children has elicited interests among the researchers. The systems of education in Saudi Arabia and England offer different levels of experience because educators in both countries adopt different models of educational transmission. Experience constitutes the aspects of intellect and consciousness, which children acquire when they undergo learning processes. They constitute a combination of thought processes, emotion, will, perception and imagination (Rowe, Herrera, Hughes, & Cawley, 2012). The models used by teachers to transmit knowledge to primary school children largely determine the extent to which learners acquire desirable experiences in education. Superior experience refers to the ability of one education system having a higher potential to enhance children’s learning than the other system. Models of educating children are characterised by diverse features and are applicable in different contexts. Factors that lead to superior experience include the educations system of a country, the content of the curriculum, and learners’ autonomy; further details concerning these factors are discussed in the analysis part. Models that promote superior experience enhance development of children across all spectrum of life including economic, social, and political aspects (Bloxham & Boyd, 2012). Superior experience is achieved through educators and curriculum developers focusing on all dimensions of Bloom’s taxonomic units when developing and executing the curriculum. Bloom’s taxonomy consists of cognitive domain, affective domain and psychomotor domain. Additionally, superior experience results from having courses developed by educators who understand the reality of primary classrooms (Schneider, 2013). Experienced educators have the potential for reviewing and updating courses regularly to ensure activities,