Upload
mark-villaplaza
View
219
Download
0
Embed Size (px)
Citation preview
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 1/36
Greek and
Roman
EducationA TIME OF POLITICAL EDUCATION
OR EDUCATIONAL POLITICS?
Presented by: Mark P. Villaplaza
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 2/36
Greek society
Male dominated. Desired unity, logic, harmony,
balance, design, order, andstructure.
Religious – humanistic – not basedon supernatural afterlife.
Greek tragedies integrated past,present, and future.
Believed human reason powerfulenough to find meaning ofexistence and nature.
Sought universal truths to live the
good life.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 3/36
Athens and Sparta united? Not exactly.
Recognized therelationshipbetween theindividual andthe community.
Polis furnishededucationalaims.
Peloponnesian
War (431-404) -the turningpoint and thedemise of the
polis.
http://darkwing.uoregon.edu/~atlas/europe/static/map07.html
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 4/36
Polis
City-state promoted commonwelfare and security.
Served to integrate everydimension of the citizen’s life.
Reciprocal relationship betweengood person and good society.
Cultivate virtues rather than
specialized or technical skills. Athens affected by 4th century
commercial growth – grew moreindependent in private affairs.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 5/36
Homeric Epics
The Iliad and The Odyssey.
Embodied wisdom, traditions, beliefs, and values.
Educational purpose - conserve culture, instillidentity based on mythic and historical origins,shape character, and teach morality.
Heroes spoke elegantly and poetically,combined wisdom, action, and glory, performedwarrior arts, and observed religious rituals.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 6/36
Pursued Arete - excellence
Homer – pioneering figure in moral
education. Actions of characters
have consequences that affect not
only them but those that dependon them. Ex: Odysseus
Greek education devoted to epic
poetry – life’s heroic dimensionsand the ideal of glory.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 7/36
AtheniansHumane,
dynamic, andrational(humanistic).
Earthly activities
rather than life
after death.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 8/36
Athenian Education
Goal was to produce an ideal well-rounded,liberally educated individual.
Both formal and informal aspects cultivated amany-sided person who was an excellent man
and contributor to general welfare. No attendance mandates.
Minimal regulation that children learn to readand swim.
Greater variety of formal educations patternsthan in Sparta.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 9/36
The SpartansCode of Lycurgus – Spartans
to soldiering.
Who was Lycurgus?
Nobleman who applied to the
oracle at Delphi and was toldgods would support him in hisendeavor. Banished gold andsilver, divided land, and madethe Spartans agree to an oathto follow his laws until hereturned (Ripperton, 2000).
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 10/36
Spartan Societal Roles
10% of the population were the rulingmilitary elite called the Spartiales.
Perioikoi included the common classwho had economic not political rights
Helots – slaves.
At birth, babies were taken to Ephorsfor visual assessment, at 7 to military
school for 11 years, at 18, receivedtwo additional years of militarytraining. From age 20-30 were onactive duty.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 11/36
Spartan Model
Rejected humanistic education, wanted
practical and military training.
Courage was portrayed by planned and
executed savagery.
Made city-state focus of human life andendeavor.
Collected hero obeyed commands and
followed orders without question.
Loyalty and discipline was the key.
Intellectual content minimized - only
rudiments of reading and writing were
taught.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 12/36
Hellenic worldview
Rational inhabitant of a purposefuland orderly universe.
Alternate experience of reality – Philosophers.
Practical formulation of educational
methodology – Sophists.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 13/36
Greek Education Theory
Greek’s
colonization (800-550 B.C) ---socialchanges --- richessought politicalpower--- Sophists
appeared to satisfythe need.
Sophists(470-
370B.C)
In 4th century B.C.,accelerated rate ofcommercial growth---cultural crisis---Philosophers soughtto reconstruct,
integrate, and ordercultural life.
Socrates (469-399B.C.)
Plato (427-347 B.C.) Aristotle (384-322
B.C.)
Isocrates (436-
338B.C.)
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 14/36
Who were the Sophists?
Sought education to lead topolitical power and social status.
Concerned with making policy(special interests) rather than
finding truth.
Claimed that they taught virtue
and charged a fee for their
services.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 15/36
Educational Agenda of the
Sophists
Acquire intellectual and interpersonalcharacteristics and skills needed forsuccess in a changing society ---
strategies of practical politics
Master the discussion, persuasion, and
argumentation skills that contributed tosocial, political, and legal success---grammar, logic, and rhetoric
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 16/36
What were the Sophist’s
contributions?
Extended educational opportunities to
more students, contributed to class
mobility, and furthered democratization.
Developed the trivium (logic, grammar,
and rhetoric) of Later Roman and
Medieval education
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 17/36
Protagoras of Abdera
Highly regarded Sophist teacher.
Believed in changing reality andspecial interests (relativism)
“Known primarily for three claims(1) that man is the measure of allthings (2) that he could make the"worse (or weaker) argumentappear the better (or stronger)"and (3) that one could not tell if thegods existed or not” (Poster, 2006).
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 18/36
So what is the difference in
values?
Traditional Values
Courage
Justice
Self-restraint
Sophist Values
Individualism
Subjectivism
Hedonism –
when behavior ismotivated bythe desire for
pleasure andthe avoidanceof pain (Wikipedia,2006).
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 19/36
Socrates – Governed by rationality
Philosophy: the person’s only reason for
being is to experience moral excellence.Sought to discover universal principles oftruth, beauty, and justice.
Epistemology: Believed genuine knowledgeexists and needs to be brought to
consciousness. Education: The goal is to build moral
predispositions. The method is to ask leadingquestions to stimulate students to inquirytruth.
Discussion: Socrates method
is a way of teaching or
learning?
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 20/36
Plato – A founder of Idealism
Philosophy: Encouraged searching for theessence of goodness, truth, and beauty.Plato’s theory of ideas. The Republic (3classes).
Epistemology: Knowledge is eternally validand that values are unchanging. Learningis to rediscovery of truth.
Education: “Functionalist” model,
designed to produce competent adults tomeet the needs of the state. Plato’s planprovided education for 3 groups: worker,soldiers, and rulers.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 21/36
Aristotle – A founder of Realism
Philosophy: Human definingquality (soul, mind, or intellect)provides the potential forrationality. Asserted the existenceof an objective order of reality.
Epistemology: Knowledge beginswith external objective - the questof happiness.
Education: Gave education amajor role in developing virtueand excellence. Asserted liberalarts.
Founder of the
Western
philosophical
realism.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 22/36
Isocrates – Intellect is a priority.
Philosophy:. Critical of the sophists who taughtrhetoric as “practical” gimmicks. Orator has acivic responsibility to be trustworthy.
Epistemology: Didn’t believe people could
discover absolute truths. Knowledge is usefulbecause it improves character and preparesone for life.
Education: Effective and well-organized
educator. Like many modern thinkers, tends toview education as the savior of the world” (Willis,
2006). Believed in importance of educatingvirtuous leaders to be models for citizens.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 23/36
Commonalities
The Greek philosophers speculatedabout human nature and hoped to findthe universal patterns (truth) thatgoverned reality.
Socrates, Plato, and Aristotle all believereasoning.
Plato, Aristotle, and Isocrates conceivedof human nature as a duality of the
mental and the physical. All recognized that education is directly
related to both the healthy individualand harmoniously integrated society.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 24/36
Differences
Ways in discovering universal truth by theGreek philosophers
Philosophy: While Plato shut his eyes to thesensory word and used his reason, Aristotle
used his senses as well and thought nature isreal world.
Epistemology: For Socrates /Plato, knowing isa matter of recognizing ideas already
lodged in consciousness. For Aristotle,knowledge begins with external objects.
Education on women: (Athens, Sparta,Plato, Aristotle, and Rome)
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 25/36
Stoics and Epicureans Stoics (Zeno, 340-265BC): What happens to
body is unimportant. Each person is to fulfillpractical social duties and also preserveindependence ---have great significance forRoman culture.
Epicureans (Epicurus, 342-270BC): Onlyobject in life is to secure pleasure and toavoid pain.
Both had roots in the teaching of Socrates.(Gaarder, 1991)
In contrast to Stoics, the Epicureans showedlittle or no interest in politics and thecommunity (Gaarder, 1991)
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 26/36
The Roman Empire
htt ://www.acs.ucal ar .ca/%7Evanders /index.html
R Ed ti I E l R bli
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 27/36
Roman Education - In Early Republic
Function of education is to transmit traditions tothe young.
Values (e.g., duty, self-control, temperance) were
to be exemplified by the parents - especially bythe father.
Purpose was to produce a highly practical man,who knew how to manage his land andsuperintend his slaves.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 28/36
Roman Education – After cultural
change Necessity of governing as an empire --- rely on Greek as
an international language --- Greek culture mastered theRomans.
Political transition--- traditional value is not enough---sophisticated political and managerial competencies arerequired.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 29/36
Institutional Patterns of RomanEducation
Influenced by Greek culture and theformal educational system.
Elementary school, Ludus
Secondary education, Grammar school
Higher studies (16-18), Rhetorical school
Church school eventually acquirededucational significance.
Roman Capriccio, Oil on Canvas
painted by Giovanni Paolo Pannini,1734
http://www.eliki.com/coliseum/
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 30/36
Roman Conception of Education Orator is the model
of an educatedperson.
Isocrates had animpact on Roman
educational theory.
Well-educated menwho demonstratedinterest in affairs of
the republic wereCicero andQuintilian.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 31/36
Cicero – The compromiser
Combined the best of both – older Romanpracticality and newer Greek utility or humanism.
Practical ethics and logic.
Should possess grace and wit, be quick to reply,and competent of speaking styles.
Most important subjects were history, law, andphilosophy.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 32/36
Quintilian – The Chair of Latin
Rhetoric Had more of a
systematiceducational theory.
Thought grammarand rhetoric shouldbe taughtseparately.
Speaking andpersonal excellenceare reciprocal.
Learning should beappropriate tolearner’s abilitiesand readiness.
Identified significantstages of human
development. 0-7 impulsive – immediate
satisfaction of needs and desires.
7-14 learns from sensoryexperience – forms clear ideasand develops memory.
14-17 reasoning – liberal arts ingrammaticus.
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 33/36
Students’ questions after reading
Developmental
trajectories:•Influence on current
Education
Special issues:
•Woman education•Why, who, and how
Transcontextual Concerns:
•Western and eastern
•Practice in other country
What do we want toknow more?
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 34/36
One of our concerns
Greeks saw areciprocalrelationship
between thegood personand the goodsociety, placed
a priority oncultivating virtuescommon to allcitizens.
Confucianismsought politicalharmony by
trying to achievethe moralharmony in manhimself, aiming
at the restorationof a rationalizedfeudal order.
What is your opinion?
Discussions of other questions
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 35/36
References Gaarder, J. (1991). Sophie’s world. New
York: Berkley Books. Gutek, G.L. (2005).. A history of the
western educational experience (2nd ed). Prospect Heights, IL: Waveland Press.
Lin, Y.T. (1938). The wisdom of Confucius. New York: The Modern Library.
Noddings, N. (2006). Philosophy ofeducation. Westview.
Poster, C. (2006). Protagoras. TheInternet Encyclopedia of Philosophy. http://www.utm.edu/research/iep/p/protagor.htm
8/10/2019 Greek and Roman Education_final
http://slidepdf.com/reader/full/greek-and-roman-educationfinal 36/36
References
Ripperton, L. (2000). Lycurgus and theSpartan Laws. http://www.mainlesson.com/display.php?author=morris&book=greek&story=lycur
gus Vanderspoel, J. (1997). The Roman
empire at its greatest extent. http://www.acs.ucalgary.ca/%7Evandersp/index.html
Wikipedia. (2006). Hedonism. http://en.wikipedia.org/wiki/Hedonism
Willis, W. (2006). Isocrates (436 - 338 B.C.).http://people.morehead-st.edu/fs/w.willis/isocrates.html