Remove "Saint" from Thomas Aquinas, as he's not an Orthodox saint.
Usually, in the western world, educational theorists say education is larger than just schooling, and continues, or should continue, after schooling finishes. They point to the Latin origin of the word education, ''educare'', to draw out, to lead out. They say the purpose of education is to lead a person to self-actualise themselves and reach their own potential by gently guiding them onto the path of self-education. But in reality, most people do not distinguish between education and schooling.
For most people in the western world, schools are the place to go to get educated, and then
after wards perhaps tech, or college, or university. This includes education for service in the Church as ministers, [[priest]]s, [[monk]]s, [[nun]]s, lay leaders, and lay assistants.
This method of education is derived from the great centres of learning in western Europe, both the [[monasticism|monastic]] centres, and their offshoots, the universities. All were profoundly influenced by the thinking and practice of the Dominicans and their greatest educational theorist and educator,
Saint [[Thomas Aquinas]]. The method which developed out of his teachings is known as the Scholastic method.
The Scholastic method is still the underlying philosophical base for almost all education in Western Europe and satellite nations.
None of the Orthodox Churches with perhaps the exception of the [[Church of Jerusalem]], and some of the Orthodox churches in the United States, is financially well-off. Consequently they cannot endow centres of learning or fund modern style catechetical programs for the lay. Some of the great centres of learning in Greece, such as Thessalonika and Athens, continue to train fine theologians. Romania also trains a large number of doctoral students in theology, who have proven most profound in their thinking and influence over the last 20 years or so.
But the independent Orthodox Churches of Finland, Poland, the Czech lands and Slovakia, Belarus, Serbia, Macedonia, Bulgaria, Moldova, Ukraine, Georgia, Armenia, Constantinople itself in Turkey, Cyprus, Antioch in Lebanon and Syria and the Arab Peninsular and Kuwait and Iran and Iraq and the United Arab Emirates, and Alexandria in Africa, plus the almost extinct Orthodox Church of China, all suffer the continuing after-effects of massive confiscations, theft, and hostile government domination. In all these places, education is in the family home, during liturgical services, or in small gatherings at friends’ places. In these places, formal education is largely not apparent.
The current world scene for Orthodox education therefore is largely non-formal, and almost tribal, in much the same way as a lot of remote barrios in the Philippines pass on their tribal history and traditions.