Augustine is considered an influential figure in the history of education.
A work early in Augustine's writings is De Magistro (On the Teacher), which contains insights about education.
His ideas changed as he found better directions or better ways of expressing his ideas.
In the last years of his life Augustine wrote his Retractationes (Retractations), reviewing his writings and improving specific texts.
Henry Chadwick believes an accurate translation of "retractationes" may be "reconsiderations".
Reconsiderations can be seen as an overarching theme of the way Augustine learned.
Augustine's understanding of the search for understanding, meaning, and truth as a restless journey leaves room for doubt, development, and change.

Augustine was a strong advocate of critical thinking skills.
Because written works were limited during this time, spoken communication of knowledge was very important.
His emphasis on the importance of community as a means of learning distinguishes his pedagogy from some others.
Augustine believed dialectic is the best means for learning and that this method should serve as a model for learning encounters between teachers and students.
Augustine's dialogue writings model the need for lively interactive dialogue among learners.

He recommended adapting educational practices to fit the students' educational backgrounds:
the student who has been well-educated by knowledgeable teachers;
the student who has had no education; and
the student who has had a poor education, but believes himself to be well-educated.

If a student has been well educated in a wide variety of subjects, the teacher must be careful not to repeat what they have already learned, but to challenge the student with material they do not yet know thoroughly.
With the student who has had no education, the teacher must be patient, willing to repeat things until the student understands, and sympathetic.
Perhaps the most difficult student, however, is the one with an inferior education who believes he understands something when he does not.
Augustine stressed the importance of showing this type of student the difference between "having words and having understanding" and of helping the student to remain humble with his acquisition of knowledge.

Under the influence of Bede, Alcuin, and Rabanus Maurus, De catechizandis rudibus came to exercise an important role in the education of clergy at the monastic schools, especially from the eighth century onwards.

Augustine believed students should be given an opportunity to apply learned theories to practical experience.
Yet another of Augustine's major contributions to education is his study on the styles of teaching.
He claimed there are two basic styles a teacher uses when speaking to the students.
The mixed style includes complex and sometimes showy language to help students see the beautiful artistry of the subject they are studying.
The grand style is not quite as elegant as the mixed style, but is exciting and heartfelt, with the purpose of igniting the same passion in the students' hearts.
Augustine balanced his teaching philosophy with the traditional Bible-based practice of strict discipline.
Augustine is considered an influential figure in the history of education. A work early in Augustine's writings is De Magistro (On the Teacher), which contains insights about education. His ideas changed as he found better directions or better ways of expressing his ideas. In the last years of his life Augustine wrote his Retractationes (Retractations), reviewing his writings and improving specific texts. Henry Chadwick believes an accurate translation of "retractationes" may be "reconsiderations". Reconsiderations can be seen as an overarching theme of the way Augustine learned. Augustine's understanding of the search for understanding, meaning, and truth as a restless journey leaves room for doubt, development, and change.
Augustine was a strong advocate of critical thinking skills. Because written works were limited during this time, spoken communication of knowledge was very important. His emphasis on the importance of community as a means of learning distinguishes his pedagogy from some others. Augustine believed dialectic is the best means for learning and that this method should serve as a model for learning encounters between teachers and students. Augustine's dialogue writings model the need for lively interactive dialogue among learners.
He recommended adapting educational practices to fit the students' educational backgrounds:
the student who has been well-educated by knowledgeable teachers;
the student who has had no education; and
the student who has had a poor education, but believes himself to be well-educated.
If a student has been well educated in a wide variety of subjects, the teacher must be careful not to repeat what they have already learned, but to challenge the student with material they do not yet know thoroughly. With the student who has had no education, the teacher must be patient, willing to repeat things until the student understands, and sympathetic. Perhaps the most difficult student, however, is the one with an inferior education who believes he understands something when he does not. Augustine stressed the importance of showing this type of student the difference between "having words and having understanding" and of helping the student to remain humble with his acquisition of knowledge.
Under the influence of Bede, Alcuin, and Rabanus Maurus, De catechizandis rudibus came to exercise an important role in the education of clergy at the monastic schools, especially from the eighth century onwards.
Augustine believed students should be given an opportunity to apply learned theories to practical experience. Yet another of Augustine's major contributions to education is his study on the styles of teaching. He claimed there are two basic styles a teacher uses when speaking to the students. The mixed style includes complex and sometimes showy language to help students see the beautiful artistry of the subject they are studying. The grand style is not quite as elegant as the mixed style, but is exciting and heartfelt, with the purpose of igniting the same passion in the students' hearts. Augustine balanced his teaching philosophy with the traditional Bible-based practice of strict discipline.
Augustine of Hippo