The Islamic, Macedonian, and Carolingian Renaissance periods all shared a reemerging focus on arts and education, and each was unique in its predominant emphasis of the art and education. All of these cultural renaissance periods saw a resurfacing interest in classical Roman and Greek inspired culture, as well as a focus on new ideas.

During the Islamic Renaissance period (790-1050), rich Muslims established schools, called madrasas, which were attached to a mosque. In the madrasas, rich and middle class male students studied the Qur'an and other texts. Students learned about the literature of Persia, India and Greece, including the philosophers of ancient Rome and Greece. The largest collection of books at the time was housed in the library in Cordoba. Scholars devoted themselves to science, logic, astronomy, algebra, and physics. Research libraries and translation centers were devoted to learning (Hunt 281-283).

The Carolingian Renaissance (790-900) was a much shorter period than the Macedonian or Islamic Renaissance periods. The Carolingian Renaissance was "a revival of learning designed to enhance the glory of the kings, educate their officials, reform the liturgy, and purify the faith" (287). Although the renaissance was led by elite scholars, the educational programs were available for all. Cathedrals provided instruction in reading and writing to everyone, and schools were attempted to be established which would bring education to all children, including girls. The goal of this education was to create a great society. The students studied Roman philosophers and writers, such as Virgil and Suetonius. Modern letter fonts are based upon the print invented during the Carolingian Renaissance. The educational systems established during this period remain common today (287-288).

The Macedonian Renaissance (870-1025) was begun by the elite class, who had never stopped studying the classics of Roman culture. Emperor Constantine Porphyrogenitos personally wrote books and supervised the products made by craftsmen in the empire. Other members of the imperial court also contributed to the new revival of art and literature by compiling encyclopedias and commentaries on classical works. This renaissance period came into being after the intellectual elite felt released from the lack of freedom felt under the Byzantium leadership. The freedom they now felt allowed creativity to blossom (274-275)

The largest differences among these three different renaissance periods were the participants and beneficiaries. The students of the Islamic Renaissance were middle class and rich male students. Although some students were given scholarships at the madrasas, there were fees for attending for most students. In the Carolingian Renaissance, education was provided to all, boys and girls alike. Although the plan to educate all children in small local schools was not realized, it was at least the goal of the cathedrals and monasteries, and lessons were provided at those cathedrals. The Macedonian Renaissance period was a product of the elite. The intellectual elite class sponsored writers and philosophers, but this did not filter down to middle or lower classes.

All three of these Renaissance periods saw a renewed interest in classical works and Roman culture. In each of these three cultural awakenings, scholars and students focused on the works of the classical writers and philosophers, and drew on ideas presented in these works for inspiration in new works. Students devoted themselves to translations and a deeper understanding of Roman classics.

Although the Islamic, Macedonian, and Carolingian cultures varied in many ways, their renaissance periods did share some similarities. All three cultures saw a reemergence of interest in classic literature and philosophy, and a renewed devotion to the arts, science, and education as a whole, and new ideas created during these periods have continued to influence cultures for centuries.

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