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서양 고대 그리스 로마 세계의 인성 교육 : Education by Virtue in the Ancient Greek and Roman World
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 허승일 | - |
dc.date.accessioned | 2010-12-15T22:26:06Z | - |
dc.date.available | 2010-12-15T22:26:06Z | - |
dc.date.issued | 2004 | - |
dc.identifier.citation | 사대논총, Vol.68, pp. 135-159 | - |
dc.identifier.issn | 1226-4636 | - |
dc.identifier.uri | https://hdl.handle.net/10371/71627 | - |
dc.description.abstract | This paper outlines the education contents, the education materials, and the education
features covering the child's birth through his elementary and middle school to advanced school in the ancient Greek and Roman world. In particular, the rhetoric class in the ancient Greek and Roman world did not only aim to bring up the youths to be outstanding orators, but also focussed on speech education of each age since it was the general education of liberal arts by virtue ranging from law, literature, philosophy, religion, and custom, etc. At the Homeric Age, the transmission of knowledges starting from the elementary and the middle education to higher one was totally a private business restricted to the aristocrat class dependent on private education. The war and the argument were weighted equal. The change from mythos to logos--from a traditional society that transmitted its most important thought in terms of story and song to society that argued, analyzed, and gave an account of itself in terms of science, philosophy, and history-had already begun by the time rhetoric became an art. In the meantime, the rhetoric theory system created by Syracusans had been further developed by the sophists. The sophists were the spiritual mainstays leading the Athenian society at the period when its democracy had reached the peak. The Athenian education had been specialized completely in 400 B.C. Isocrates, Platon, and Aristotle were responsible for the rhetoric education in schools they set up. At the time of Helenism, the education system and education contents had changed. People at the Age of Helenism were well known for being avid readers. Among others, the important education systems including ephebeia, euergetism, and progymnasmata, etc, had been established. At the early Roman Age, parents were private tutors for their children. The purpose of the early education was to transmit the Roman life styles, the traditional Roman custom and attitude to them, and to educate them to be an excellent model of the Roman citizen. In this respect, the early Roman education aimed at transferring its tradition to children though not driven by necessity. The children were educated by their mother until at the age of seven. But thereafter, they were taken care of by their father for education. The boys unconditionally copied their father. But entering the middle period of 200 B.C., the tradition of such education had stopped. Their mothers took over the father's role for education because their fathers were far away from home for civil or army service abroad. Moreover, the Greek-speaking slaves came to Italy from the East as a pnsoner of war. Some of them were more learned and more cultured than their masters. The Romans tried hard to imitate the Greek education practices in order to be more civilized and more cultured as the conquerors than the conquered. The Roman schools started to open the curriculum based upon the Greek methods. The young Romans were the first in the Roman history to begin to be taught by most of the experienced Greek instructors. However, some part of the curricula borrowed from Greece including music, dance, and physical education were excluded by the Romans. Since most of the Romans considered music and dance as not masculine with the main purpose of physical education being military, they did not pay any attention to physical education as simple games. As a result, the Roman higher education was restricted to a study of rhetoric. In conclusion, the overall understanding of progymnasmata process at the last phase of middle education institutionalized III the early Roman Empire, and of declamationes in controversia and suasoria by higher education is essential to the correct awareness of education by virtue in the ancient Roman World. | - |
dc.language.iso | ko | - |
dc.publisher | 서울대학교 사범대학 | - |
dc.title | 서양 고대 그리스 로마 세계의 인성 교육 | - |
dc.title.alternative | Education by Virtue in the Ancient Greek and Roman World | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | Heo, Seung-Il | - |
dc.citation.journaltitle | Journal of the College of Education (사대논총) | - |
dc.citation.endpage | 159 | - |
dc.citation.pages | 135-159 | - |
dc.citation.startpage | 135 | - |
dc.citation.volume | 68 | - |
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