Pedagogical ideas of Quintilian. Quintilian's pedagogical views

Mark Fabius Quintilian, the most famous Roman orator and teacher, was the founder of one of the best schools of rhetoric in Rome, which soon became widely known and became a state school.

Based on the experience of his school and the achievements of the pedagogical thought of the ancient world, Quintilian created the first special pedagogical work “On the Education of an Orator”, which also reflected some general pedagogical problems.

Quintilian contributed to the understanding of the role of human nature in its development. He attached great importance to natural data, highly appreciated the natural abilities of children and had no doubt that already at an early age it was possible to determine the degree of abilities (the first signs of the mind of young children are memory, quick and accurate, susceptibility and long retention of acquired, early development in a child desire to imitate), but believed that education can achieve a lot.

Quintilian criticized family education in the upper strata of Roman society, where children were admitted to feasts and witnessed the unseemly behavior of adults; condemned parents for indulging children and underestimating the importance of the childhood period for the formation of a person's personality. Quintilian demanded from parents, nurses and nannies that they remember that the child is very receptive and both good and bad easily take root in him; This should also be taken into account when choosing peers and teachers.

Quintilian, like Aristotle, assigned the age from 5 to 7 years to prepare for school. He believed that children under 7 years of age should practically master two languages ​​- native and Greek, first Greek, and then in parallel and native. He also allowed systematic classes with children, provided that learning would be joyful. Quintilian advised to encourage the kids with praise, requests, challenge them to competitions with their peers, and not spare awards.

The Roman teacher gave methodological advice on teaching children to read and write. He insisted on simultaneously acquainting them with the type and name of the letters with the help of visual aids (ivory letters), insisted on observing systematic and consistent teaching.

There is not much to learn, Quintilian said, but thoroughly, the future speaker needs a developed memory, a sense of the artistic word, rhythm, good diction and intonation, expressiveness of speech and facial expressions; All this needs to be developed in preschool age. Quintilian considered the best means of educating an orator to be learning poems, which would also contribute to moral education. He laid the foundation for the method of learning poems: the poem is read in its entirety. they break it into logical parts and memorize it in parts, in conclusion it is recited in its entirety.

In the history of the development of pedagogical thought, Quintilian occupies important place as the author of the first special pedagogical work, who laid the foundations of didactics and methodology, systematized the requirements for raising children up to school age

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Education in a primitive society. Education, school and pedagogical theories in a slave-owning society and under feudalism education in a primitive society

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During the period under review, the tsarist government still did not consider it necessary to introduce public preschool education into the general system of public education. Government appropriations for doshk

Preschool education during the First World War
The war, which began in 1914, involved an even greater number of mothers in industrial production, which led to an increase in child homelessness, an increase in the number of orphans and semi-orphans. Public

School and preschool education during the February Revolution
As a result of the victory of the February Revolution of 1917, tsarism was overthrown in Russia. The armed people, led by the Bolshevik Party, elected Soviets of Workers' and Soldiers' Deputies. But at the same time would

The struggle of the Bolsheviks for school and preschool education during this period
The Bolshevik Party exposed the anti-people actions of tsarism in the field of education and upbringing, revealed the connection between the system of education that existed in Russia and the bourgeois-landowner system. Re

Creative development by V. I. Lenin of the Marxist doctrine of upbringing and education
The Marxist theory of education, the ideological basis of which is dialectical and historical materialism, for the first time in the history of pedagogy, gave a clear answer to the question of the essence of education and

V. I. Lenin on equipping youth with scientific knowledge
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V. I. Lenin on the education of youth in the spirit of communist morality
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On the role of women in socialist construction, on the public education of children
In the article “Soviet power and the status of women, V. I. Lenin pointed out that, while before the Great October Socialist Revolution, not a single bourgeois country gave women full equality

FORMATION AND DEVELOPMENT OF THE SOVIET SYSTEM OF PUBLIC PRESCHOOL EDUCATION IN 1917-1920
The development of the Soviet system of preschool education is inextricably linked with the development of socialist society and the process of women's emancipation and their involvement in the socio-political life of the country.

THE FIRST BEGINNINGS IN THE DEVELOPMENT OF THE THEORY OF PRESCHOOL EDUCATION AND THE SYSTEM OF OPERATION OF PRESCHOOL INSTITUTIONS
The Great October Socialist Revolution opened up broad prospects for the scientific development of questions of the theory and practice of general and preschool pedagogy, for the creation of the Soviet communist system.

DEVELOPMENT OF SCHOOL EDUCATION
After the civil war, the Soviet people began peaceful construction. In a country devastated by a long war and foreign intervention, it was necessary to restore and reconstruct the industry

PROBLEMS OF THE CONTENT AND WORK METHODS OF PRESCHOOL INSTITUTIONS
At the II All-Russian Congress on Preschool Education, held in November 1921, the issues of content and methods of work in preschool institutions were discussed mainly. Outstanding Soviet Pe

Reorganization of the work of the school in the light of the decisions of the party and government
The primary task was the universal implementation of universal compulsory primary education, the introduction of universal seven-year education in cities and workers' settlements, and the improvement of the quality of knowledge among

The development of Soviet pedagogical science
In the 1930s, during the period when the construction of a socialist society in the USSR was completed, favorable conditions were created for the development of Soviet pedagogical science as well. The scientific staff that has grown up during this time

The main stages of social and pedagogical activity
N. K. Krupskaya (1869-1939), the wife and colleague of V. I. Lenin, a major statesman and party figure, was an outstanding theoretician of pedagogy and organizer of cultural development in the USSR.

N. K. Krupskaya on the goals and objectives of educating the builders of socialism
Throughout her social and pedagogical activity, N. K. Krupskaya returned to the question of the goals and objectives of education and the school. Already in the first post-October years, she opposed

The education of communist morality
In her statements on questions of communist morality, Nadezhda. Konstantinovna was guided by Lenin's instructions that the basis of communist morality is the struggle to strengthen

Labor education and polytechnic education
N. K. Krupskaya could not imagine the formation of a new man in a socialist society without instilling in him a communist attitude to work. She pointed out that the participation of schoolchildren in a joint

On the theory and methodology of the pioneer movement
N. K. Krupskaya took an active part in the creation of the pioneer organization and from the first days of its existence provided it with great assistance, taking care of its strengthening and further development. In many

N. K. Krupskaya about preschool education
N. K. Krupskaya played a major role in the development of the Marxist theory of preschool education and in the organization of preschool work in our country. She devoted a lot of articles to the issues of preschool education.

The contribution of N. K. Krupskaya to the development of Marxist pedagogy
The merits of N. K. Krupskaya as a theoretician of Soviet pedagogy are invaluable. She constantly combined her theoretical work in this area with direct participation in the education of the people, with great

PEDAGOGICAL ACTIVITY AND THEORY OF A. S. MAKARENKO
Anton Semenovich Makarenko (1888-1939) was a talented innovative teacher, one of the creators of a coherent system of communist education of the younger generation based on the Marxist-Leninist

Life and work of A. S. Makarenko
A. S. Makarenko was born on March 13, 1888 in the city of Belopolye, Kharkov province, in the family of a railway workshop worker. In 1905, he graduated with honors from the Higher Primary School with one-year teachers.

The most important principles of pedagogical theory and practice of A. S. Makarenko
A. S. Makarenko believed that a teacher's clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, for

Education in the team and through the team
The central problem of pedagogical practice and theory of A. S. Makarenko is organization and education children's team, which N. K. Krupskaya also spoke about. October Revolution put forward

About labor education
A. S. Makarenko said that a correct communist upbringing cannot be non-working. Our state is the state of workers. It is written in our Constitution: “He who does not work, he does not

The value of the game in education
A. S. Makarenko believed that play has the same meaning for a child as “activity, work, service” for an adult. The future figure, he said, is brought up primarily in the game: “The whole history

About family education
AS Makarenko paid great attention to the issues of family education. He argued that the family should be a team in which children receive their initial upbringing and which, along with the institution

THE DEVELOPMENT OF KINDERGARTENS AND CRASKS IN THE POST-WAR YEARS
In the first post-war years, the buildings destroyed by the Nazis were completely restored. preschool institutions and now the tasks of strengthening their material base, raising the level of teachers

Training of teaching staff for kindergartens
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DEVELOPMENT OF THE COMPREHENSIVE SCHOOL
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PUBLIC PRESCHOOL EDUCATION
Of great importance for the development of preschool education in the USSR was the resolution of the Central Committee of the CPSU and the Council of Ministers of the USSR “On measures for the further development of preschool institutions” adopted on May 21, 1959.

DEVELOPMENT OF SCHOOL AND PEDAGOGY IN THE SOCIALIST COUNTRIES
The development of the socialist countries is characterized by grandiose successes in the creation of a new, socialist economy and culture, and a rise in the educational level of the masses. of great importance for the development

Ancient Rome. Pedagogical views of Quintilian.

The leading role in shaping the personality of the young Roman was played by home education. The children received a religious upbringing. At the same time, the father served as a priest. Girls and girls were under the vigilant supervision of their mothers until marriage. Boys under the age of 16 were under the supervision of their father, studied household and field work, and mastered the art of owning weapons. Often, in front of a child, a massacre of a slave was going on. The family was responsible for the upbringing of young Romans.

The first attempts to create educational institutions date back to 449 BC. Classes were held by private individuals at the forum. K Sh in. BC. originates the profession of mentor. Slave women looked after children 4-5 years old. Slaves - teachers taught boys to read, write, count. Starting from the II century. BC. education began to be influenced by the traditions of the Hellenic centers of the ancient world. But Roman education did not lose its originality. While maintaining family education and public educational institutions, this education had a practical orientation. But the fine arts (music and singing) were excluded from the program. Main goal: to secure a career in politics or a military career.

In the 1st century the main disciplines were: grammar, rhetoric, dialectics, arithmetic, geometry, astronomy, medicine, architecture. By the 5th century excluded medicine and architecture. Thus, the program of SEVEN liberal arts took shape: trivium: grammar, rhetoric, dialectics; quadrium: arithmetic, geometry, astronomy, music.

The lowest level of education for free citizens were trivial schools. The terms of study in them did not exceed two years. Girls and boys studied from the age of 7. Studied: Latin and Greek literacy, literature, counting. Learned to count on fingers. The teacher worked with each student separately. Physical punishment with a whip, a stick was widely used, and encouragement of successful students was also in use. Private grammar schools are advanced schools. Adolescents were trained from 12 to 16 years old. Here the Greek language, the foundations of Roman law, grammar, Latin, and rhetoric were added. The number of students was limited, and the training was individual. In a number of private schools for children of wealthy citizens, it was also provided physical training but not taught dancing and singing. The youth underwent military training in military formations - the Legions.

In the IV century. schools of rhetoric appeared. Here they studied Greek and Roman literature, mathematics, astronomy, the foundations of law, and philosophy. Disputes were widely used. These schools trained lawyers for the state machine of the Roman Empire. The formation of philosophical thought took place under the influence of the Hellenic tradition.

Quintilian (40-118 AD) is a bright figure of pedagogical thought. Lawyer and orator, Quintilian drew his ideas from the Greco-Roman cultural heritage: the writings of Homer, Sophocles, Euripides, and others. Quintilian's main work is Oratory Training. Of the 12 books of the treatise, two are best known: "On the Home Education of Boys" and "On Rhetorical Education". In these works, reflecting on the nature of man, Quintilian showed confidence in the positive foundations of human nature, not considering such properties to be the only ones. Education must cope with bad inclinations. And to reach good results, it is necessary to combine human nature and upbringing. Quintilian said that education should form a free person. "A child is a precious vessel that should be handled with care and respect." Family education, according to Quintilian, is designed to protect the child's psyche. Children should not be allowed in indecent places, Quintilian wrote. He had a negative attitude towards physical punishment, because they develop a slavish quality. Quintilian paid great attention to the selection of a nanny for children, who must have worthy moral qualities.

The teacher should teach the pet to think independently. Quintilian insisted on an education that would be useful to society. The purpose of education is serious preparation young man to the performance of civic duties. He favored organized learning over homeschooling. "The light of a good school is better than loneliness in the family." Quintilian advocated the general availability of education and believed in the creative power of schooling. The pinnacle of education is mastery of the art of public speaking. This can be achieved through a special training system. The first step is home education and training. It was necessary to choose the right nanny with the right pronunciation. Until the age of 7, the child must master the rudiments of Latin grammar. At this time, children's interest in knowledge should be aroused by praise, fun, but subject to the measure. The primary education program included a number of subjects: grammar and style; morality, principles of mathematics, music. An extensive program was offered in grammar and rhetoric schools. "The art of the orator requires knowledge of many sciences."

Grammar school: studied several disciplines at the same time, not caring about the obligatory perfect mastery of them. The main subject is grammar.

Rhetorical schools: the main subject is rhetoric ("the art of eloquence"). The teacher was recommended to deliberately read texts with stylistic errors, which should be noticed and corrected by the students. It was recommended to conduct training in an inductive way - from simple to complex based on the work of memory. In education, Quintilian attached great importance to labor training. We need to learn a lot, Quintilian said, but thoroughly, the future speaker needs a developed memory, a sense of the artistic word, rhythm, good diction and intonation, expressiveness of speech and facial expressions; All of this needs to be developed at an early age. Quintilian considered the best means of educating an orator to be learning poems, which would also contribute to moral education. He laid the foundation for the method of learning poems: the poem is read in its entirety. they break it into logical parts and memorize it in parts, in conclusion it is recited in its entirety.

Thesis

Pervakova, Svetlana Alexandrovna

Academic degree:

Candidate of Pedagogical Sciences

Place of defense of the dissertation:

Karachaevsk

VAK specialty code:

Speciality:

General pedagogy, history of pedagogy and education

Number of pages:

CHAPTER I. THE PRACTICE OF EDUCATION IN THE ROMANS.

1.1 Upbringing and education during the period of the Republican Rome

1.2 The influence of Greece on Roman education.

1.3 Upbringing and education during the Roman Empire.

CONCLUSIONS ON CHAPTER 1.

CHAPTER II. MARK'S PEDAGOGICAL HERITAGE

FABIUS QUINTILIANA.

2.1 Preschool (family) education.

2.2 Benefits of schooling.

2.3 Requirements for a teacher.

2.4 Oratory is the highest goal of upbringing and education.

CONCLUSIONS ON CHAPTER II.

CHAPTER III. THE INFLUENCE OF THE WORKS OF MARC FABIUS QUINTILIAN ON THE HUMANIZATION OF EDUCATION: HISTORY AND MODERNITY.

3.1 The impact of Mark Fabius Quintilian on the pedagogical thought of the Renaissance.

3.2 The contribution of Marcus Fabius Quintilian to the history of world pedagogy.

CONCLUSIONS ON CHAPTER III.

Introduction to the thesis (part of the abstract) On the topic "Pedagogical ideas of Mark Fabius Quintilian: 35-96 AD."

Relevance of the research topic. The entry of our country into the pan-European cultural process requires understanding the historical basis of Western pedagogical culture. In this regard, of particular interest is the formation of humanism as a defining principle of European pedagogy, in which the pedagogical legacy of Marcus Fabius Quintilian occupies an important place. Together with the whole of society, pedagogical science participates in the reassessment of the past and attempts to predict the future taking it into account.

In theoretical terms, the significance of such an appeal is seen in the systematization pedagogical ideas Marcus Fabius Quintilian, identifying them humanistic orientation. In practical terms, rethinking and using the views of the Roman teacher on the upbringing and education of the younger generation can contribute to solving the issues of improving the organization of preschool and general education.

The current search for ways to improve the professional and pedagogical training of future teachers is characterized by increased attention to the development individuality students, expanding the scope of their professional thinking and creativity. Ultimately, this is impossible without their awareness of the deep connections of pedagogical ideas, phenomena and facts in their integrity and interaction within the framework of general cultural process. In this regard, the pedagogical ideas of ancient civilization have repeatedly attracted the attention of researchers.

The author of the first in Russia systematic review of pedagogical theories and practical systems used by various peoples of the ancient and new world L.N. Modzalevsky, in “ Essay on the history of education and training from ancient times to our times"(1866

1867), gave a worthy place to the pedagogical system of Marcus Fabius Quintilian in his work.

M. Kholodnyak in No. 12 of the journal "Education" for 1884 offers readers an exposition of the pedagogical views of Mark Fabius Quintilian, calling them the most humanistic ideas of ancient Rome. He points out that many of the views and the pedagogical methods arising from them of modern teachers are, in fact, nothing new and were already expressed 18 centuries ago by Marc Fabius Quintilian.

P.Sokolov in " History of pedagogical systems”(Petrograd, 1916) of the Roman writers who spoke out on pedagogical issues, only Mark Fabius Quintilian singles out. His choice is based on the fact that Marcus Fabius Quintilian combines psychological considerations and practical experience and observations into a theoretical system, while his pedagogical theory is closer to modern views than any other ancient writer.

L.Vinnichuk, the author of a meaningful series of essays entitled “ People, manners and customs of Ancient Greece and Ancient Rome"(M.: Higher school, 1988). Built according to the thematic principle, the book makes it possible to trace, where possible, the development of ancient cultural and everyday traditions over a period of one and a half millennia. Here we can mention the studies of another Polish classical philologist - K. Kumanetsky and the book “ Cultural History of Ancient Greece and Rome"(M.: Higher school, 1990). It is built traditionally - according to the chronological principle, according to headings corresponding to certain areas of culture (philosophy, historiography, education), and, where possible, according to the principle of personalities: the work of individual philosophers, historians is considered. Without trying to embrace the immensity, the author gave only the most general, concise outline of the history of ancient culture, which by no means replaces more detailed and profound special works on history, philosophy, pedagogy, and literature. However, the works of Marcus Fabius Quintilian received only a cursory mention.

An analysis of the pedagogical ideas of Mark Fabius Quintilian is found in textbooks and anthologies on the history of pedagogy, and also, very slightly, in works on the history of ancient literature. As for T.I. Kuznetsova, who is referred to by the Great Soviet Encyclopedia as a researcher of the works of Mark Fabius Quintilian, she is interested in Mark Fabius Quintilian more as a speaker than a teacher, as well as all the oratory of Ancient Greece and Ancient Rome. In the book " Oratory in Ancient Rome» (M.: Nauka, 1976) T.I. Kuznetsova and I.P. Strelnikova explore the history and development of oratory in Rome, its active interaction with life in the republican period. In the chapters on the rhetoric of imperial Rome, an analysis is given of the classic work of Marcus Fabius Quintilian " Speaker Education". Thus, the book highlights the main points in the development of oratory and examines the main rhetorical works, mainly in historical and literary terms.

In different literary sources, the name of the fundamental work of the famous speaker and teacher is different. The first option has already been given by us, there are also: “ On the upbringing of a speaker» [See: 192;39], [See: 137;18]; " Oratory instruction» [See: 28;401]; " speaker education» [See: 71;182], , « Instruction in oratory» [See: 37;25].

Such a number of options makes it possible to conclude that there is not enough information about the only correct name, or this issue has not been sufficiently studied. We attribute this to the fact that "in comparison with the development that we have received in the history of ancient Greece, the study of the history of ancient Rome cannot but be recognized as lagging behind."

In this work, we will adhere to the name " On the speaker's education", which is given in the latest edition of the source -" Pedagogical encyclopedic dictionary"Edited by B.M. Bim-Bad (M., 2002). Here we also find a brief analysis of the content of the well-known essay: "The book contains information about the boy's home education, his studies at the grammar school, elements of rhetorical education, and reveals the main stages of work on speech."

However, no matter how the works and textbooks on the history of pedagogy are called, their subject remains the same: historical development views on education, and then, in fact, pedagogy as a science; the evolution of upbringing practice in various forms: family upbringing, specially organized upbringing and educational work of various educational institutions; the activities of various public organizations, which have as their goal the promotion of the mental, moral, physical and aesthetic development of young people. There is reason to assert that it is historical and pedagogical education, and in our case it is the study of the pedagogical works of Marcus Fabius Quintilian, that allows the modern teacher to better navigate the variety of ideas and approaches that existed and still exist in pedagogical practice. Historical and pedagogical knowledge helps both the future teacher and the practicing teacher in understanding the professional and pedagogical activity as such and their views on it.

The history of pedagogical teachings makes it possible to more fully understand the course and results of the interaction between society and pedagogy, leads to spiritual treasures, which sometimes turn out to be unclaimed in the education of new generations. In practice, this fundamental idea, when discussing the problems of modern teacher education, is often little taken into account. The consequence of this is a far from adequate understanding of the significance of studying the history of pedagogy by future teachers and other specialists in the field of education and upbringing.

Thus, we state a contradiction between the growing interest of Russian teachers in understanding the historical experience of mankind in the field of upbringing, education and training of the younger generation and the insufficiency of comparative pedagogical research in this area.

The urgency of the problem determined the choice of the topic of our dissertation work: “ Pedagogical ideas of Marcus Fabius Quintilian"(35 -96 AD).

In view of the foregoing, the research problem is formulated as follows: identifying the main pedagogical ideas of Marcus Fabius Quintilian and determining the impact of his pedagogical heritage on the humanization of education. Solving this problem is the goal of our study.

Object of study: theory and practice of upbringing, education and training in Ancient Rome.

Subject of research: pedagogical activity and pedagogical views of Mark Fabius Quintilian as a representative of ancient humanistic pedagogy

The problem, goal, object and subject of research presented above determined its following tasks: to find out the place and role of education, its goal and direction on the basis of the pedagogical ideas of Marcus Fabius Quintilian; analyze the work On the speaker's education”, highlight in it the main pedagogical views of the author on preschool education, family education, school education, requirements for a teacher; determine the contribution of Marcus Fabius Quintilian to the enrichment of the history of pedagogy and show the possibility of creative use of his pedagogical heritage in the theory and practice of modern education; trace the emergence and development of humanistic pedagogy from ancient times to the present day and identify the influence of the ideas of Marcus Fabius Quintilian on this development in the context of modern education and upbringing.

The methodological basis of the study was the following provisions: the conditionality of the emergence and formation of pedagogical ideas and concepts by economic, political and sociocultural factors in the development of society; the integrity of the world pedagogical process and the originality of its manifestation in different countries; axiological an approach to education that recognizes a person as the highest value in society; objective character of pedagogical search; identification of regular and random in the practice of implementing pedagogical ideas and concepts.

As a specific methodological principle of this study was the study of the pedagogical activity and heritage of Marcus Fabius Quintilian in all the variety of its connections and dependencies. To the analysis and generalization of pedagogical facts, phenomena, theories, concrete historical, cultural and systems approaches.

The theoretical basis of the study was the provisions, ideas and concepts, which reveal: the historical and pedagogical process as component historical and cultural process (M.V. Boguslavsky, L.M. Volobueva, A.N. Dzhurinsky, S.F. Egorov, G.B. Kornetov, S.V. Lykov, V.V. Makaev, M.B. Mchedlidze, A.I. Piskunov, V.G. Pryanikova, Z.I. Ravkin, F.A. Fradkin, M.F. Shabaeva); the essence of the pedagogical process (Sh.A. Amonashvili, N.P. Anikeeva, M.V. Boguslavsky, V.G. Belinsky, V.P. Vakhterov, V.I. Vodovozov, G.M. Lyamina, S.N. Smirnov, V.A. Sukhomlinsky).

In the research, the author relied on publications and scientific works containing an analysis of the pedagogical heritage of Marcus Fabius Quintilian (P. Smirnov, M. Kholodnyak), as well as devoted mainly to the study of his theory of oratory as the highest goal of upbringing and education (L. Vinnichuk, T.I. Kuznetsova, K. Kumanetsky, L.N. Modzalevsky).

To solve the tasks set, the following methods of scientific and pedagogical research were used: theoretical analysis (study of primary sources, historical and pedagogical literature); historical, logical, comparative analysis; generalization and systematization of research materials.

Research sources: the writing of Marcus Fabius Quintilian " On the speaker's education"(in 12 volumes); works of domestic and foreign teachers, philosophers, culturologists, historians; publications of contemporary authors; editions of the central and local pedagogical press; vocabulary and reference literature, textbooks on pedagogy, history of pedagogy, history of education; publicistic and artistic literature. All sources used were selected taking into account the intended purpose of the study.

Scientific novelty of the research: the pedagogical ideas of Marcus Fabius Quintilian on family education, the advantages of school education over home education are systematized; the main requirements for the professionalism of the teacher and his moral qualities, formulated by the Roman teacher, are revealed; the views and ideas of Mark Fabius Quintilian, which most convincingly prove humanistic the focus of his pedagogical theory; the historical role of the pedagogical heritage of Marcus Fabius Quintilian in the development of world humanistic pedagogy was determined; the prognostic value of his heritage for modern theory and practice of education in Russia.

The reliability and validity of the results and conclusions of the study are provided by an extensive source study base, methodological validity of the starting positions, systematic consideration of the problem, adequacy of the methods used for the purpose, tasks, object and subject of the study.

The main theoretical provisions and results obtained in the course of the study are reflected in the author's publications. In general, the study makes a certain contribution to the theory and practice of teacher education.

Theoretical significance of the study: the main pedagogical ideas of Mark Fabius Quintilian are summarized; humane-valuable guidelines were revealed, which guided the Roman teacher in substantiating the goals and objectives of upbringing and education; the origins of the development of world humanistic pedagogy are characterized.

The questions developed by Marcus Fabius Quintilian contain systematized scientific knowledge that contributes to a more complete and in-depth understanding of the integrity of the world pedagogical process, making it possible to comprehend continuity ideas in this process and to reveal the teacher's contribution to science.

The practical significance of the study: in the context of the increasing role and importance of family education, the systematization of the pedagogical ideas of Marcus Fabius Quintilian contributes to solving the problems of modern education, improving the pedagogical culture of parents and can make a certain contribution to the basis for designing a model of family education; The materials of the dissertation work allow us to rethink the practice of modern approaches to the organization of preschool and general education and improve it on this basis.

The main provisions and conclusions of the dissertation research can be used in the process of research work of graduate students and students on relevant topics, as well as in the system of advanced training of teachers and educators.

Provisions for defense:

Mark Fabius Quintilian is the largest humanist teacher of antiquity, whose works contribute to the realization of the need to increase the role of historical and pedagogical science in the revision pedagogical knowledge, their scientific substantiation from the point of view of their connection with universal history;

The significant contribution of Marcus Fabius Quintilian to the development of pedagogy is continuity his main pedagogical views for modern education (including on issues of preschool education, family education, the advantages of school education over home education, the education of a morally holistic personality, the humanization of education); pedagogical views of Mark Fabius Quintilian on the content, essence of the process of family education, its means and methods are relevant for contemporary practice education ( early learning children in foreign languages, memory training, the choice of the environment of the child among peers, the need for sufficient pedagogical culture of parents);

Philosophical and pedagogical ideas of Mark Fabius Quintilian that education should be morally oriented in tune with the modern concept of personality development.

Approbation of the work and implementation of the main results of the study: the results obtained were discussed in 2003-2004. at meetings of the Pedagogy Department of the Pyatigorsk State Linguistic University, as well as in the process of the author's participation in the republican scientific and practical conference on the problem " Modernization of Education: Traditions and Innovations» at the Republican Pedagogical College in Cherkessk, December 18-19, 2003; in the "University Readings -2004" dedicated to the 65th anniversary of the Pyatigorsk State Linguistic University on January 8-9, 2004; in the regional interuniversity scientific-practical conference of students, graduate students and young scientists "Young Science-2004" on April 13, 2004, dedicated to the 65th anniversary of the same university; in the V scientific-practical conference "From fundamental science - to the solution of applied problems of our time" April 15-17, 2004 in the Karachay-Cherkess State Technological Academy, Cherkessk; at the 4th International Congress Peace in the North Caucasus: through languages, education, culture» September 21-24, 2004 at the Pyatigorsk State Linguistic University.

The main provisions of the dissertation are reflected in 5 publications of the author.

The structure of the dissertation research. The dissertation consists of an introduction, three chapters, a conclusion and a bibliographic list of references.

Dissertation conclusion on the topic "General Pedagogy, History of Pedagogy and Education", Pervakova, Svetlana Aleksandrovna

1. An analysis of the state of Roman education allowed us to draw the following conclusions: during the period of the highest development of the republican life of Rome, family education dominated; the father took care of the development in children of such highly valued moral qualities in Rome as devotion to the motherland, obedience, modesty; only military exploits were considered merit and could command general respect. after the conquest of Greece by Rome, the Greek genius had a huge impact on the development of Roman education; this influence, together with many good things, instilled in Roman society a lot of harmful things; with the increase in the number of schools and the expansion of the curriculum, the moral and educational part falls into decay. during the period of the Roman Empire, schooling continued to develop, public schools appeared, the first of which was headed by the Roman orator and teacher Marcus Fabius Quintilian.

2. In the course of our study, the main provisions of the pedagogical ideas of Mark Fabius Quintilian were identified: huge role he assigned to preschool, family education, which was supposed to begin from the very birth of the child and depended on the education of both parents, nannies, and the choice of the environment of the child from among peers; after the child reaches the age of 7, education should have continued at school; it occurs at school competitive the spirit by which students strive to surpass their peers, and perhaps older comrades; children's friendships are formed at school, which remain until old age - Mark Fabius Quintilian attached great importance to them; the most stringent requirements must be made to the teacher's professional training, since teaching becomes clear only when the teacher himself has clear knowledge in his field; no less important are his moral qualities, which make it possible to establish benevolent, trusting relationship between teacher and student ; oratory is the highest goal of upbringing and education; Mark Fabius Quintilian wanted to educate an orator as a philosopher endowed with high moral qualities and scientific knowledge; he considered the perfect orator to be the ideal of man.

3. The results of our study represent an attempt from modern theoretical and methodological positions to characterize the features of the development of the world humanistic pedagogy, to reveal the contribution of Mark Fabius Quintilian to the world pedagogical process, which is a movement towards humane pedagogy, to identify the humane and value orientations that guided the Roman teacher in substantiating the goals and objectives of upbringing and education: pedagogically, the ideas of Mark Fabius Quintilian became especially widely known in the Renaissance when interest in everything that was connected with the authority of antiquity increased; medieval asceticism was opposed to the ideas of humanism; especially strong influence the development of world pedagogical thought was influenced by the idea of ​​Marcus Fabius Quintilian about the need to educate children in properly organized schools; he contributed to the understanding of the question of the role of human nature in his development - he attached great importance to the natural abilities of children, but believed that much could be achieved by education; the Roman teacher, on the basis of the literature he studied on this issue and his own practical pedagogical activity, systematized the requirements for the upbringing of preschool children.

CONCLUSION

Today, more than ever, society's responsibility for the upbringing of the younger generation is widely recognized. The reform of the general education and vocational school aims to use all the possibilities, all the resources to improve the efficiency of the teaching and upbringing process. Not all pedagogical resources are used in the field of education. Among such resources we include studies of the history of pedagogy. Everything is important in scientific research. Focusing on the main or key issues of the topic, one cannot ignore the so-called indirect facts, which at first glance seem insignificant. It often happens that it is precisely such facts that hide the beginning of important discoveries.

In order to scientifically resolve issues of social life, one must not forget the basic historical connection, look at each issue from the point of view of how it arose in history, what stages in its development it went through. The study of the history of teachers plays an important role in improving the pedagogical culture of the teacher, contributes to equipping him with pedagogical skills and thus helps the teacher in his daily activities.

Literature ancient world- our common wealth is a great treasury of creations of human genius. Ancient literature up to the present time is the source and inspirer of great literary schools and trends, all kinds of philosophical, aesthetic and political teachings.

Roman literature belongs to the third period of ancient literature, which is why it is often called the Hellenistic-Roman period. 1st century BC. generally considered to be the classical period. The last centuries of Roman literature, namely the 1st century. AD called the postclassic period. During this period, literature was represented by writers who devoted their art to the service of the imperial regime or to the service of practical morality. Also characteristic was the appearance of a number of writers from the provincials (Martial, Mark Fabius Quintilian).

1st century AD - the time of strengthening and formalization of imperial power in Rome. Roman state in the 1st century. AD - no longer an overgrown urban community exploiting the conquered lands, but a vast power protecting the interests of the slave owners of the entire Mediterranean. The provinces play an increasing role in the cultural and political life of the country. First of all, this applies to the western provinces, which have been under Roman influence for the longest time and are most closely associated with Rome; the first provincial writers in Roman literature come from Spain - Seneca, Mark Fabius Quintilian, Martial.

1st century AD - the transition from a republic to an empire, in which the value of political eloquence fell, the value of solemn eloquence increased - " new eloquence". Features « new eloquence” contemporaries noted already in the next generation after Cicero. The "nursery" of the new eloquence was the rhetorical school. From the very first days of the empire, Latin rhetorical schools flourished rapidly, becoming the center of the entire cultural life of Rome. Young people flocked to them, mostly Italians or provincials, preparing for a political career.

Using the rich experience of the Greek rhetorical schools, the Latin schools quickly developed their own type of teaching and their own program. Here, in the rhetorical school, the "new style" of Latin eloquence was formed at the turn of our era. Such schools were very popular, because, despite the strengthening of imperial power, the art of eloquence continued to be valued in the empire. The emperors themselves gave money for the maintenance of schools of Latin and Greek rhetoric. Rhetors - teachers of eloquence - were frequent guests in the homes of the aristocracy. They taught their listeners the art of constructing phrases, sophistication of speech, and listener competitions were organized.

Roman literature enters from the 1st century. AD into a new period of development. So far, she has been guided by Greek models. Now almost all genres of Greek literature were already mastered by Rome, and in almost all of them classical works were created that could compete with Greek ones.

Thus, Roman literature is basically extended Hellenism, i.e. an organic combination of universalism and individualism, when grandiosity, sublimity, a sense of dignity, rhetoric and dynamics of the image were combined with a merciless sobriety of assessments, a practically businesslike and prosaic approach to life, passion of feelings and naturalism.

The greatest figure in this reaction was the orator Marcus Fabius Quintilian, the pride of Rome, the first of the rhetoricians to be hired on the state salary, and in his old age he was appointed educator of the heirs to the throne. The transformation of the rhetorical school into a state institution meant that rhetoric, from now on, was put at the service of the emperors.

The decline of political and public life predetermined the degeneration of oratory. Speakers henceforth developed artificial, far from life themes, sorted out all sorts of intricate incidents. Many of them achieved wealth and an honorable position, speaking before the emperors, as ambassadors of their native cities with requests. This trend is called " second sophistry».

Mark Fabius Quintilian under these conditions, as an official and influential professor of eloquence, became the spokesman for the literary ideas and tastes of the high society of his time and the creator - or rather, the reformer of the literary style of his era. Standard-bearer of the fight against " new eloquence» Mark Fabius Quintilian, having begun his activity during the period of general enthusiasm for the literary style of Seneca, came up with the slogan of returning to the Ciceronian style.

Marc Fabius Quintilian stood at the origins of " second sophistry". This is a literary and philosophical trend that arose in the II century. AD Its representatives: Herodes Atticus (101-177 AD, ancient Greek philosopher, consul), Apuleius Lucius (125-180 AD, ancient Roman philosopher, writer), Ver Lucius (130-169 AD .e., ancient Roman emperor, co-ruler of Marcus Aurelius, student of Herodes Atticus), Nikagoras (c. 175-238 AD, ancient Greek sophist, head of the imperial department of rhetoric in Athens), Memnon of Luke (mid-2nd century AD .e., a student of Herodes Atticus), Polydeuces (mid-2nd century AD, ancient Greek philosopher, student of Herodes Atticus), Domianus Flavius ​​(III century AD, ancient Greek sophist), Lucian (c.120-ca. .190 AD, ancient Greek writer, philosopher, orator). The current arose among the rhetoricians, who by that time had received significant state privileges. “Man as such was the main field of research and educational activity for the sophists,” writes L. Vinnichuk in the book “ People, manners and customs of ancient Greece and Rome» [See: 71;486].

Mark Fabius Quintilian was well acquainted with contemporary Greek and Roman philosophical and pedagogical literature. He summarized his extensive experience as a teacher of the school of rhetors. In the history of pedagogy, his work " On the speaker's education”- one of the first, closely related to the practice of the school. He summed up the development of the theory and practice of education in the slave era. " Speaker Education"- an extensive and meaningful, well-systematized work on oratory and oratory training, which was practiced during the time of Marcus Fabius Quintilian, and which he himself recognized as necessary and the only correct one. It analyzes the problems of the theory and practice of Roman eloquence, considers a number of topical problems in the theory of literature, pedagogy, ethics, characterizes rhetorical schools and styles, and critically evaluates the oratorical and literary works of Greece and Rome.

Raising a child of preschool age in Educational speaker The first book is dedicated. It describes in detail the methodology for developing children's speech, improving their memory, using the game as a means of learning. Continuing the line of Aristotle, the Roman educator especially considered the issue of preparing children for school, the time of the beginning of education for young children. He was one of the first in the history of pedagogy to formulate a number of requirements for the teacher and educator.

In subsequent books, Mark Fabius Quintilian detailed the issues of public education of the younger generation and the methodology of teaching individual subjects, precisely in order to prepare a speaker. IN " Educational speaker» a list of Greek and Roman writers and philosophers is given, who are given characteristics. The famous orator became not only a spokesman for the tastes of high Roman society, but also a reformer of the literary style, a researcher of the problems of the Latin language.

Composition " On the speaker's education"- the first treatise (after the lost work of Aristotle), in which the issues of education are considered as independent. Unlike other authors who wrote about an already formed orator, Marcus Fabius Quintilian set out to show how a child should be led from an early age in order to develop the qualities of a skillful speaker.

In the countries of the ancient world, preschool education was exclusively family. As a rule, among the ruling classes, it was carried out by nurses, slaves. Along with concern for the preservation of the life and health of the child, for his physical development, long-established fairy tales, myths, games, and toys were used; new ones were created. In Rome, as Mark Fabius Quintilian wrote, letters carved from ivory were also used to teach children to read and write. In his opinion, the education of a future speaker should begin from the moment of birth, which is why it is so important to immediately select good educators and teachers; his work lists in detail the requirements for parents as educators of their children, for teachers, nurses. Mark Fabius Quintilian put forward progressive ideas about the humane attitude towards children, about the need to take into account their individual characteristics.

Elements of the theory of preschool pedagogy began to appear in the slave era in connection with the needs of ancient society and on the basis of the vast experience in raising children, summarized in sayings, proverbs, legends and empirical knowledge accumulated during the primitive communal system. Ideas about preschool education arose and developed within the emerging general theory of education, which, like other areas of knowledge of that time, was part of the then unified science - philosophy.

The pedagogy of the slave-owning era reflected the originality of the systems of education that had developed in the ancient states (Greece, Rome), their class character. She served the interests of the slave owners. Nevertheless, within this pedagogy there was a sharp struggle between the idealistic line (Plato) and the materialistic line (Democritus) over the most important methodological issues about the essence of man, the role of education in his formation.

Ancient science taught to think, to clearly express one's thoughts. Philosophers tirelessly showed fellow citizens what they should be, how to live, how to improve their society. Poets also devoted their work to the education of virtue, and didactic poetry was very common. Tragic poets from the stage proclaimed the fundamental laws of moral behavior, comedians ridiculed weaknesses and vices, asserting the ideal of the human person.

Ancient pedagogy reflected the search for content, methods, means of educating children of different ages, the desire to differentiate pedagogical phenomena, describe them, introduce the necessary terms and develop appropriate concepts. The age periodization received a scientific justification, mental, moral, aesthetic education is singled out (Aristotle). The first steps were taken to substantiate the age specificity of the processes of upbringing and education, their specificity in preschool age (Plato, Aristotle). There was a tendency to take into account the psychological, age and individual characteristics of children. Mark Fabius Quintilian, the largest representative of the pedagogical thought of Ancient Rome, owned the progressive idea that all children are smart by nature, and need only the right upbringing and training, taking into account their individual characteristics. In the same period, specific preschool problems were identified; considered the importance of preschool age in the subsequent formation of personality; the role of an adult in the formation of a small child; the role of movements, speech, games in its development.

Mark Fabius Quintilian distinguished three stages in teaching: imitation, instruction and exercise, was a supporter of the combination of memorization with comprehension of the material. In the era of antiquity, the question of preparing young children for systematic education was raised (Aristotle, Mark Fabius Quintilian), the need for public preschool education was substantiated (Plato).

Why, despite all the vicissitudes of history, despite the tragic and almost traceless death of entire peoples, cultures and civilizations and the emergence of new ones to replace them, completely unlike them; why, despite the revolution in the way of thinking and the way of life of mankind under the influence of the colossal achievements of science, technology and production of the 20th century, why are we still irresistibly attracted and excited by the legacy of such diverse representatives of philosophical thought, often very distant from us in time. The fact is that eternal truths and eternal values ​​- and, precisely, they are the real philosophers, each generation has to discover and master anew. And this can be done only by turning to the innermost reflections of the Teachers of mankind. “Immortality,” says Bacon, “is essentially the goal of all human desires and strivings. Procreation, elevation to the rank of nobility, buildings, charitable institutions, monuments, fame - everything strives for this goal. But the monuments of spirit and science are the most stable among all this” [See: 220;429].

What does the evolution of mankind teach, in what direction is it moving, what forces does it put forward as the main factors of its future? - science and democracy - said K.A. Temiryazev [See: 228;136]. "Faithful leader in every serious activity, and, consequently, in the matter of education, there can and should be only science, ”wrote L.N. Modzalevsky [See: 171; 26]. Only a special scientific education gives a person independence and independence in his work and guarantees him against a thousand blunders, which his predecessors in history have long experienced and, if possible, eliminated in the pure field of science.

Humanity on the threshold of the third millennium has approached the boundary beyond which opens the way to the noosphere - the sphere of spirit and mind. The further evolution of the planet will inevitably be directed by Reason. Modern realities show that the future of the world largely depends on the capabilities of the human intellect. Therefore, a people who are enlightened and constantly assimilating new knowledge, capable of creatively perceiving and solving life problems, sooner or later will be prosperous.

And if we do not want a spiritual catastrophe, humanitarian knowledge must be recognized as the most important area, the development of which is necessary to overcome the dangerous gap between human power and wisdom, colossal technical capabilities and wretched morality, between objective knowledge and prejudices. Humanitarian education is not just the satisfaction of the aesthetic needs of a person and familiarizing him with the knowledge created by mankind. The matter is much deeper. Humanitarian education forms the general culture of a person, his emotions and imagination, aims not just to transfer information, but to develop the personality, its moral self-improvement. Humanitarian knowledge will inevitably take a leading place in science and education. For man is the highest value not only of culture, but of all life.

scientific concept universal, humanistic thinking connected with the realities today, necessary for the preservation of peaceful life, is associated with the creation of harmonious relationships between mankind and nature and environment. humanistic thinking is at the same time tolerance, mutual hearing and mutual respect.

Seneca believed that there are three ways self-improvement: reflection - the most noble, experience - the most difficult and imitation - the most simple and seductive [See: 40;50]. And if we take the trouble to at least imitate the great teachers of the past, this will already be a big step towards self-improvement, because " earthly life is a segment of the path of perfection» [See: 20;31].

Our study does not claim to complete the disclosure of this problem. It seems to us that in further studies of the pedagogical heritage of Marcus Fabius Quintilian, such issues as unity and interconnection should be elucidated. universal and national values ​​of education, spiritual and moral education of students, teacher training.

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Marc Fabius Quintilian

Marc Fabius Quintilian(35 - 96 years) - orator and theorist of oratory, a major representative of pedagogical thought. For 20 years he maintained a rhetorical school, which was widely known in the Roman Empire. In his main and only work, which has come down to our days, “Instruction in Oratory”, Quintilian formulated the basic methods and techniques of oratory, revealed the issues of education of the future speaker. Developing the issues of education of the future orator, he touched upon a number of pedagogical problems that received a wide response in the pedagogy of the 16th - 18th centuries. This book characterizes the works of many Greek and Roman poets and prose writers.

In his work, Quintilian defined rhetoric as "the science of speaking well". Rhetoric, in his opinion, is an art that consists of a natural gift and an exercise in eloquence. Quintilian sets three main goals for the orator: to teach, excite and delight listeners. To achieve this goal, the speaker will help the ability to correctly express his thoughts and skillful pronunciation.

Quintilian was a supporter of the public education of children. He belonged to the progressive idea that all children are smart by nature and need only the right upbringing and training, taking into account their individual characteristics.

“Dumb and unlearnable minds appear as much against the laws of nature as any other freaks and monsters in physical nature, but there are very few of them. The proof of this is that children sometimes give brilliant hopes, which then, over the years, disappear; therefore not

nature is to blame, and lack of education is the cause. I agree that one has more intelligence than the other; it only proves that one can do more than another, but you will not find anyone who has not achieved something with diligence ... "

Quintilian was a supporter of the early (up to 7 years) upbringing of children (“... not a single time in a human life should be let go without attention”, “... how much time is won in childhood, so much will be saved for youth”). At the same time, he found it necessary to warn about the excessively early development childish mind(“Precocious minds, like premature fruits, almost never fully ripen”), about the necessary consistency and accessibility of children’s education (“Just as small and narrow-necked vessels cannot take a lot of water at once, but are filled gradually, drop by drop, so too children's minds should also be judged: what surpasses their concepts will not enter their mind, which is still little capable of acquiring knowledge") 1 .

Quintilian attached great importance to the development of a child's speech from an early age. The study of language and music, in his opinion, contributes to the development of good pronunciation, improves the style of speech, makes it more expressive.

Quintilian drew attention to the need for a correct speech environment for the child, to the timely elimination of his defects in sound pronunciation. He wrote: “... first of all, you need to make sure that the nurses do not have a bad pronunciation or a spoiled dialect ... Although morality should be respected most of all, it is necessary that they speak purely. The child hears his nurse first of all, and tries to pronounce his words according to her speeches ... So, you need to watch that the child, at a tender age, does not get used to such a reprimand or dialect, from which it will be necessary to wean later.

Elsewhere we read that it is necessary, “firstly, to correct defects in pronunciation, so that the child pronounces the words clearly, so that each letter gives its own sound. There are letters that we either very weakly or very strongly pronounce; others are dissatisfied firmly, and we change them to others, the softest and having an affinity with him; somehow: instead of the letter p (r), which even Demosthenes had difficulty pronouncing, we hear X(l) in both Latin and Greek; also c (k) and t (t) are softly transformed into g (g) and d (d). Equally, the teacher should not tolerate the letter s (c) being heard often and with some affectation; observe that the words are not pronounced by the larynx and resound in the emptiness of the mouth ... He must also try to make the children finish the last syllables ... ".

Quintilian's statements cited above touch upon a number of issues directly related to speech therapy. Reading Quintilian, one should pay attention to the fact that he put a slightly different, broader meaning into the word "pronunciation" than is now commonly understood by this term. If now we call pronunciation the purely phonetic side of speech, the ability to correctly pronounce sounds, then Quintilian by this term meant both pronunciation and voice. (As he himself wrote about it: "pronunciation consists of two parts: voice and movement").

Thus, Mark Fabius Quintilian, in his pedagogical writings, advocated public education of children from an early age, consistent and accessible education of children. Important are his indications that almost all children are by nature smart enough and need only education, that all children, without exception, are amenable to training and education.

Quintilian is also a supporter of the early development of speech in children. At the same time, he pointed out that the study of the language and music lessons contribute to their good pronunciation, style of speech and its expressiveness. He recommended to follow in the process of raising children for their clear, correct sound pronunciation; pointed out the importance of the speech environment for the formation of correct speech in a child; spoke about some possible defects in the phonetic side of speech in a child and gave practical advice for their prevention and elimination.

Conclusion

The greatest flowering of Greek culture dates back to the 5th century. BC e. The philosophical teachings of Ancient Greece (materialism and idealism) reflected the sharp class struggle between the slave-owning democracy and the landed slave-owning aristocracy.

The cultural heritage of Ancient Greece was adopted by the Roman Empire, the period of greatest power and flourishing of culture of which dates back to the 2nd century BC. BC e. - I century. n. e.

The works of philosophers, encyclopedists of that time give us an idea of ​​the culture of Ancient Greece and Rome. Philosophical, historical, pedagogical and medical writings (Democritus, Plato, Herodotus, Hippocrates, Aristotle, Celsus, Galen, Quintilian, etc.) reflect the views of prominent minds of that era on the issues of educating the younger generation, issues of maintaining health, various diseases and the necessary measures for their treatment. There are also references in these writings to the education of correct speech, its possible disorders, and the means of preventing and overcoming them.

The attitude to the issues of education and training, the understanding of diseases and their treatment were determined by the materialistic (Democritus) or idealistic (Plato) worldview of the authors. In explaining the origin of diseases and, accordingly, their treatment, the humoral point of view (Hippocrates) and the doctrine of pneuma (Plato, Aristotle) ​​prevailed.

In general issues of education, the prevailing for that time were statements about natural conformity (Democritus, “Nature and education are similar”), about the need to start raising a child from an early age (Plato, Quintilian), about the tasks of a single process of mental, physical and moral education children (Aristotle), the need for labor education, the role of systematic exercises in education (Democritus, Aristotle, Quintilian).

Quintilian, emphasizing the need for consistent and accessible education for children, for the first time expresses the idea that “stupid and intractable minds appear as much against nature as any other freaks and monsters”, that this is rare and that all children are naturally quick-witted and need only the right education and training. Plato owns the first attempt at age periodization, indicating the tasks of education for each age period of a person.

For the development of speech, Plato believed that a special selection of literature was necessary for the child to memorize and tell. Quintilian for the first time draws attention to the phonetic errors of the children's language and recommends educating correct speech in children in the early period of their development (up to 7 years). In this regard, he points to the usefulness of language learning and music lessons for children.

In the writings of Democritus, Plato, Aristotle, thoughts* are expressed about the role of the social environment in the upbringing of children, “Constant communication with bad people develops bad inclinations,” Democritus wrote and therefore warned against bad examples. Plato and Aristotle, in turn, emphasized important role families in caring for the moral education of children. Quintilian first expressed the idea of ​​the need for a favorable speech environment for the formation of correct speech in children.

In the medical literature, the idea of ​​the natural consonance of the treatment of diseases prevailed (Hippocrates: "Nature is the doctor of diseases") and its purposefulness (Aristotle: "Nature does nothing superfluous ...").

In these writings, we already find indications of the dominant role of the brain in all human activity (Hippocrates), a description of the organs and functions of hearing, vision, voice and speech, in particular the tongue and lips (Hippocrates, Aristotle). Galen clarified information about the structure and functions of the brain, the nervous system, and described the mechanism of respiration.

Here, for the first time, attempts were made to scientifically describe individual disorders of hearing, voice and speech, the first attempts to differentiate them. In Hippocrates and Galen, in particular, there are references to such speech disorders (in their translation into Russian) as voice disorders, loss of speech, tongue-tied tongue, slurred speech, stuttering.

Characteristically, speech disorders are considered in a number of other diseases that affect a person, but also as a symptom of some other disease. Therefore, in Hippocrates we find instructions to the doctor when diagnosing any disease, pay attention to the state of hearing and speech of the patient.

The causes of speech disorders, according to ancient doctors, are either excess moisture mainly in the brain or in the organs of speech (Hippocrates), or deficiencies in the structure or functions of the organs of articulation (Aristotle, Celsus). Galen pointed to the possibility of causes of speech disorders of both central and peripheral origin. At the same time, he drew attention to the fact that speech disorders can be either congenital or acquired.

From these views on the nature of speech disorders, peculiar recommendations for their treatment followed: hydrotherapy, massage, surgical intervention (in asclepeions), hot pourings, bloodletting, rinsing, emetic and other means that “expel” and “cleanse the mucus of the head” (Hippocrates) . Along with surgical intervention, Celsus comes across the idea of ​​the apparent need for some kind of speech exercises, because surgical interventions do not always bring the desired effect. Like Oribasius, the encyclopedists Aetius of Amid(527 - 565) and Pavel Eginsky(625 - 690) were the compilers of large works in which they collected and systematized the rich heritage of ancient medicine. These authors also have some references to speech disorders. According to the information collected by I. A. Sikorsky, 1 Antillus (Uv), Aetius Amidsky, Pavel Eginsky considered speech diseases as diseases of the tongue, its frenulum, and outlined various surgical methods for cutting the tongue.

Antillus distinguished three frenulums of the tongue: a middle one and two lateral ones. The shortening of the middle, in his opinion, affects the pronunciation of D, L, R, and the shortening of the side ones affects the sounds P, Rp, K, Ch. Aetius of Amides devoted a whole chapter to the diseases of speech, in which the teachings of Galen are repeated in basic terms. The author reveals the origins of the speech disease only from the suffering of the tongue and, in rather great detail, outlines the surgical methods for treating the disease of speech, namely, cutting the tongue.

In terms of stuttering therapy, Oribasius, in particular, proposed a certain order:

1) pronounce by heart passages of an epic, then a lyrical nature. Moreover, starting with the lowest possible tone, gradually raising his voice and lowering it again; 2) start reading from passages by heart; 3) Take a deep breath while speaking. In the course of therapy, Oribasia has: a low voice, difficult combinations of sounds, speech to the beat, exercises in mental speech, the gradualness of didactic techniques (first under the guidance of a mentor, then in the form of reading and, finally, in the form of conversations), as part of therapeutic conditions were set and the doctor himself (pp. 237 - 238).

Arab Caliphates. Starting from the 7th century in the countries of the Near and Middle East, a rich and diverse culture of the peoples of the East, called Arabic, arose and developed. The culture of the peoples of the East (the time of the Arab caliphates) inherited the valuable achievements of the ancient Eastern and ancient civilization, which later served as one of the sources of Western European civilization. The period of the greatest flourishing of culture and science of the peoples of the East during the time of the Arab caliphates was the 9th - 11th centuries. The greatest representatives of this period were the encyclopedists Mohammed Al-Khwarizmi, al-Razi, Ibn Sina, Al-Biruni.

QUINTILIAN MARC FABIUS(42-118), theorist of oratory, teacher. Ancient Rome.

Born in Spain. He completed his education in Rome, where he gained fame as a great orator. Even from afar came to his performances. Philosophically close to Plato. He served at the court, was a mentor to the grandchildren of the sister of Emperor Domitian. He lost his wife and two children early, perhaps his ardent love for them and sadness prompted K. to turn to the problems of education.

K. believed that all children are naturally capable, and yet in education must take into account their individual characteristics. He suggested starting education from the age of 3, he believed that early childhood impressions are the most vivid and deep. In training, according to K., one should adhere to 3 steps: imitation, instruction, exercise. Of the two systems of education, private-home and public, preference was given to the latter. Here the child is brought up not alone, but in interaction with comrades and, relying on their support, becomes bold, realizes his abilities, strengths and is getting closer and closer to the main goal - dominance over oneself. School friendships, K. believed, are the most expensive and warmest, since they do not bear the imprint of material interest.

He highly valued a real school, which should represent life itself in miniature for the student and prepare for it. The main thing, according to K., is the initial training. At preschool age, games and mandatory control over the child's speech are needed. At school, he prefers grammar and style (orator!). In general, he considered grammar a wonderful science: the deeper we know it, the more subtleties we discover in it, suitable for acquiring erudition, flexible wisdom, flexibility of the mind. When organizing reading, you need to turn to the best authors, then it will become a powerful tool for mental and moral education. Curriculum K. ends with morality ("the science of virtue"), geometry ("refining understanding") and music.

Help the student in learning save your "I" become a person, and not blindly obey the rules like a copyist. And let learning become fun for the child, we must encourage him with a request, praise, rivalry. K. is an opponent of punishments for children, especially corporal ones (they are only for slaves). The teacher faces difficult tasks, and in order to cope with them, one must be a well-educated and highly moral person, possessing parental love for children. K. advises to build relationships with children on a good basis, which will turn out to be beneficial for everyone, even for the teacher, who, carried away by the diligence of children, will himself work with enthusiasm.

K. is the author of the first known special pedagogical work, in which he expressed socio-pedagogical ideas about didactics and teaching methods, raising a child in the children's group the connections of the school with life, the professional qualities of the teacher and his relationship with the pupils. His views were widely known in the 16th-17th centuries, they were addressed by humanist educators.