Humanist Education

Author(s):  
Kristin Wintermute
Keyword(s):  
Author(s):  
George Hoffmann

In spite of Montaigne’s dismissal of his schooling as a “failure,” significant features of his thought can be traced to his humanist education. Not only did he acquire literacy in French at school, but also he picked up a comic outlook from the plays of Terence in which he acted. Further, George Buchanan exposed the young Montaigne to Reformation ideas. Later, Marc-Antoine Muret’s Julius Caesar would school Montaigne in displaying confidence in the face of fortune’s vicissitudes, an attitude that he would incorporate into the “heroic” skepticism of the Essays. More generally, he adopted images, language, and postures from the stage as a way of understanding the life as a comédie humaine. Montaigne, however, preferred to award a determining influence for his adult character to the infancy he spent in a rural village.


2021 ◽  
Vol 23 (4) ◽  
pp. 52-76
Author(s):  
Ronnie Peter Pereira Zanatta ◽  
Maria Sara Lima Dias ◽  
Nestor Cortez Saavedra Filho

Background: In a society increasingly marked by the logic of contemporary capitalism, education becomes an instrument for the reproduction of alienated labour forces. Objectives: To provide an overview of the characteristics of subjectivity and attitudes of the postmodern subject based on the studies of Fredric Jameson and David Harvey; unveiling the development of techniques for producing more effective ways of subjecting the company culture to neoliberal rationality described by Pierre Dardot and Christian Laval and their influences on the formation of contemporary identities; reflect on the role of education, in particular of scientific education, in overcoming the state of alienation brought about by the capitalist system of neoliberal societies. Design: Articulation between exploratory and bibliographic research, articulated with the theoretical frameworks of Paulo Freire’s critical theory and pedagogy.  Settings and Participants: Given the typology of the research carried out, articles, books and documents about the capitalist system in neoliberal societies, the educational legislation and Paulo Freire’s pedagogy. Data Collection and analysis: Critical reflection on the texts consulted and included in the research. Results: There is a relationship between the subjects constituted from the marketing logic and the role of the school as a reproducer of mechanisms of subjugation to the hegemonic capitalist system; there is also the business and industrial influence in the development of educational policies throughout the history of education. Conclusions: As a possibility of transforming this scenario of alienation from the educational system to hegemonic power, the Freirean conception of emancipatory critical humanist education is presented, in addition to the reproduction of capitalist logic, based on the awareness of subjects based on dialogical pedagogy and the appropriation of the scientific knowledge as a transformer of reality.


2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Khotimatus Sholikhah ◽  
Sulhatul Habibah ◽  
Khoirotun Ni'mah

Indonesia Society is currently faced with a moral crisis, whether it occurs in young children, adults up to the parents. Morale is greatly needed by the community, in the form of religious humanist communities that are far from the attitude of rebellion, criminality, and selfishness. However, the reality as it is still far from the expectations of society. This is due to many things one of which is a lack of awareness in education, parenting parents are not good, and the bad environment. This is contrary to the notion of humanistic education. Humanistic Education upholds human values capable mencipkan dynamic society there is no issue that destroys human dignity. In this case, the author want to learn about the development of the religious humanist education in the community. The point of this study was Tegalrejo Datinawong district, Tripe regency, Lamongan. Community development humanist religious: first, the people who develop humanity values (honesty, compassion, fairness and mutual respect) and remain in a religious framework in accordance with religious values (habluhablum, hablu minal nature and habluminallah), Second, deciding religious humanist communities were starting from community leaders or leaders who were in the village Tegalrejo, among other village leaders, clerics, religious teacher/cleric as a motivator. Third, measures to develop human society among other religious communities develop positive values, teach moral message to the community, until finally awakened humanist and religious communities.


PMLA ◽  
2015 ◽  
Vol 130 (2) ◽  
pp. 269-283 ◽  
Author(s):  
Saikat Majumdar

Is a humanist intellectual with a popular audience more likely to be a credentialed expert or an autodidact at odds with the established norms of scholarship? Is such an intellectual, to use Marjorie Garber's terms, a professional or an amateur? his essay considers these questions in the light of the institutionalization of a humanist curriculum in late colonial Britain and its overseas empire in order to examine the controversial figure of Nirad C. Chaudhuri, a Bengali intellectual whose popular and provocative appeal derives from his position as an amateur and an autodidact. Such an intellectual identity is at odds with colonial education's ideological enterprise: to create a certain kind of professional subject. Though Chaudhuri is popularly perceived to be an Anglophile, his amateur identity not only provides the secret of his appeal but also departs from the institutionalization of humanist education that characterized the British Empire.


1966 ◽  
Vol 13 ◽  
pp. 230-249 ◽  
Author(s):  
Paul F. Grendler

In the years 1535-1555 a group of Italian authors rejected much of Italian Renaissance learning. Humanists in the Quattrocento had wished to educate man for the active life. During the sixteenth century humanist education became a broad pattern of learning stressing grammar, rhetoric, logic, mathematics, history, and literature, based on both the Latin classics and vernacular models like Petrarch. Its purpose was the training of the young patrician to serve his family, city, or prince in the affairs of the world. But a group of critics mocked liberal studies, spurned the classical heritage, rejected authorities like Cicero and Pietro Bembo, ridiculed humanists, thought that history was widely misused, denied the utility of knowledge, and argued that man should withdraw into solitude. Nicolò Franco of Benevento (1515-1570), Lodovico Domenichi of Piacenza (1515-1564), Ortensio Lando of Milan (c. 1512-c. 1553), Giulio Landi of Piacenza (1500-1579), and Anton Francesco Doni of Florence (1513-1574) reached maturity in the fourth decade of the sixteenth century and expressed these critical themes in their many books published from 1533 to the early years of the 1550s.


Revue Romane ◽  
2020 ◽  
pp. 1-23
Author(s):  
Claudia Crocco ◽  
Teodoro Katinis

Abstract This article contributes to the study of the relationship between Latin and Tuscan vernacular in the 16th century. We examine a set of almost neglected grammatical works (the Concetti, Supplimento, and Il grammatico) published between 1557 and 1567, and related to the Italian humanist Aonio Paleario. We adopt both a linguistic and literary approach to shed light particularly on the humanistic perspectives on language education and proficiency. After presenting a brief outline of the content of the three works and their problematic authorship, we focus on the dialogue Il grammatico. We conclude that, within the discussion on method for teaching Latin, the dialogue defines the humanist as the guardian of the best language for both Latin and vernacular.


Author(s):  
Catharine Randall

The highly cultured, erudite, and learned Marguerite de Navarre (1492–1549) was the daughter of Charles d’Angoulême and Louise de Savoie, and the sister of the Renaissance king François I. Marguerite’s mother had insisted on a solid humanist education for her; like her brother, Marguerite was proficient in Latin, Hebrew, Spanish, and Italian, and read philosophy and theology. She was an avid reader whose own literary production was to be much influenced by figures such as Plato, Plutarch, and Boccaccio. Married to the unsatisfying, unintelligent Charles, duc d’Alençon, Marguerite began to come into her own upon her brother’s ascension to the throne in 1515. Indeed, when François I (whom she adored) was taken prisoner in Italy, Marguerite was instrumental in securing his eventual release. In many respects, Marguerite was what we would today call a Renaissance woman, for she was intimately involved in court life, the artistic production of the day, political and diplomatic negotiations, and contemporary educational (“humanist”) and religious discussions and controversies. Both her life and her writings were to inspire many other French men and women writers (among them Hélisenne de Crenne) many of them “evangelical” (such as Anne de Marquets). At Nérac, Marguerite gathered around her artists, thinkers, and writers whom she encouraged. As an avid and faithful patron of the arts, she had considerable influence that can still be discerned in France today. Marguerite’s second marriage to Henri d’Albret, king of Navarre, resulted in a daughter, Jeanne, the future spouse of Henri IV.


Author(s):  
Kathy Eden

This chapter explores how the rhetoric of the Roman forum shaped humanist education in sixteenth-century England as demonstrated in the textbooks of Erasmus, Leonard Cox, Richard Rainolde, John Brinsley, and others. Through the influence of a small number of Roman rhetorical manuals widely read by these schoolmasters and their students, including the Ad Herennium, Cicero’s De inventione, and Quintilian’s Institutio oratoria, legal principles and procedures, such as status, circumstances, artificial and inartificial proofs, and topical argumentation, impact not only the full range of writing exercises derived from the progymnasmata, from the preliminary theme and epistle to the advanced declamation, but reading practices as well.


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