В статье исследуется переписка Эразма Роттердамского с чешским дворянином Яном Слехтой (1518-1519). Анализ посланий показывает наличие в Богемии трех крупных религиозных партий: католиков, чашников, Общины чешских братьев, именуемых пикартами, и разрозненных нехристианских сообществ: иудейских общин и сект эпикурейского и николаитского (адамитского) толков. Такой религиозный плюрализм Эразм характеризует как аномалию, как болезнь социума, которую необходимо преодолеть. Предлагаемое им средство состоит в возвращении всех в лоно римской церкви при условии согласия в ключевых положениях христианства. Эразм предлагает не закреплять разъединение через признание за некатолическими группами их прав на отличие, а, наоборот, создать условия для ликвидации этого раскола. Такую позицию Эразма не следует трактовать как принятие религиозного плюрализма, как веротерпимость и толерантность в современном понимании слова. The article examines the correspondence of Erasmus of Rotterdam with the Czech nobleman Jan Slechta (1518-1519). The analysis of the epistles shows that there were three major religious parties in Bohemia: Catholics, Chashniki, a Community of Czech brothers called picarts, and some scattered non-Christian communities: Jewish communities and sects of epicurean and nicolaitean (Adamite) followers. Erasmus characterizes such religious pluralism as an anomaly, as a disease of society that must be overcome. The remedy proposed by the humanist is to restore ecclesiastical unity and return all to the bosom of the Roman Church, provided that all agree on the key points of Christianity. Erasmus proposes not to consolidate the division by tolerating this division and recognizing the rights of non-Catholic groups to differ, but, on the contrary, to create conditions for the elimination of this division. Non-Christian movements should be excluded from interfaith dialogue. This position of Erasmus should not be interpreted as acceptance of religious pluralism, as toleration and tolerance in the modern sense of the word.
Introduction: This publication is a Russian translation of the treatise of the Dutch humanist Erasmus of Rotterdam «On the method of study, as well as reading and interpreting of the authors» (1512). The treatise was compiled for the new grammar school of St. Paul in London, but became widely known in the European humanistic environment. To identify and adequately interpret the pedagogical ideas of Erasmus specialists in the history of pedagogy should refer directly to his writings. However, Russian historiography still have neither a verified translation of the treatise, nor the studies devoted to it. Materials and methods: The basis for this translation from the original was the latest critical edition of the source in the Amsterdam collection of the Latin Erasmus' writings; the translation was checked with a modern English translation by B. McGregor in Collected Works of Erasmus. When compiling the comment, the researches drew upon the explanatory notes made by J.C.Margolin in the edition of Erasmus' Opera omnia. The traditional methods of translation, historical-philological criticism and hermeneutical interpretation of the source have been used as the main research tool in the issue. The paradigm-pedagogical approach served as an important methodological guideline for the authors. Results: In accordance with the Renaissance tradition of the revival of the ancient heritage Erasmus considers the study of classical literature to be the basis of education in general. The humanist develops a two-level curriculum, offers recommendations for choosing and training of teachers, gives various methodological advice to a teacher for delivering classes in grammar, rhetoric, reading and interpretation of Latin and ancient Greek authors. История педагогики и образования Вестник Мининского университета. 2018. Том 6. № 2 Discussion and Conclusions: The provisions of the Erasmus of Rotterdam's treatise «On the method of study» are of an applied nature. They were in demand in the school audience in many European countries in the Modern Age, which led to the popularity of his works. Nowadays his recommendations also have not lost relevance and under the name of «interactive methods» they can be successfully applied (and are being applied) in teaching of both ancient classical and foreign languages. More broadly, Erasmus' ideas allow us to identify the specifics of the pedagogical concept of the Northern Renaissance and the enlightenment reform of education and society as a whole.
Introduction: The article is devoted to the analysis of the Renaissance model of school organization and running, the London's grammar school of St. Paul established in 1509 at the St. Paul Cathedral by rector John Colet (1467-1519) being taken as an example. The history of the school has not yet received a worthy attention of domestic scientists. The foreign studies show the contradictory estimation of J. Colet's pedagogical activity. Analysis of the organizational basis as well as mundane life of the St. Paul's school seems to be of critical importance for an integral picture of the development of the educational system during the Renaissance and modern age. Material and methods: The source and historiographical base: the school's Statute, English chronicles, epistolary texts, documents concerning the school building' construction as well as the relationship establishing with the Merchant Mercers company and with the Saint Paul Cathedral's chapter; the writings of humanists, research in the fields of personal history and the social history of education. Methods: hermeneutic analysis, historical-genetic method, paradigm-pedagogical method. Results of the study: School running and everyday life in England at that time would stick to the traditional medieval forms within the clerical and city municipal corporal framework. Colet created a crucially new model of grammar school. It was an open public school independent of ecclesiastical jurisdiction and ruled by a secular body-the School Board of the Mercer-merchants of London («Mercers Wardens and Surveyors»). To maintain the school Colet transferred the considerable land holdings under the control of the Mercers. Education was free. The St. Paul 's grammar school was the largest one in the Renaissance England in terms of number of students and teaching staff. Discussion and conclusions: Colet became able to thoroughly over haul his predecessors' experience and the most progressive elements of the school organization and running that had already existed and developed some new humanistic ones in order to implement them within a whole educational body. It was a brand new educational institution in terms of organization of the educational process, which became an example for the classical gymnasiums of the modern age.
A classification of theoretical approaches in military-historical anthropology is proposed. The authors note that social constructivism prevails in English-language historiography as a whole, while in Russian studies an existential approach does. It is shown that the socio-cultural direction and the phenomenology of the front-line experience have recently begun to play an increasing role. It is concluded that a theoretical analysis of the differences between these approaches allows not only to identify their strengths and problematic sides, but also to outline the prospects for interaction between them. The authors note that the most promising today is the setting for the participation of representatives of the academic community in joint cultural practices of representing the front-line experience with combatants, which makes it possible to make the dialogue between the phenomenology of front-line experience and the socio-cultural approach the most productive. It is argued that within the framework of such a dialogue, the question of the relationship between normative social structures and local practices should not be reduced to a previously known answer. It is emphasized that it makes sense not to level out or radically absolutize the theoretical tension between the indicated approaches, but to work it out — to look for points of practical interaction and modification of existing strategies for comprehending the past.
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