Quintilian in the Renaissance of the Twelfth Century

After a brief survey of the diffusion of the Institutio from Isidorus of Seville until the eleventh century, this chapter focuses on its reception in the twelfth century, when it gained a certain popularity, although only portions of the text were available (1.1.6–5.14.12, 8.3.64–8.6.17, 8.6.67–9.3.2, 10.1.107–11.1.71, and 11.2.33–12.10.43). Redactors and commentators tended to be concerned in particular with the general pedagogical principles explained in the first two books, while Cicero’s De inventione and the Rhetorica ad Herennium were more commonly used as sourcebooks for rhetorical theory. Quintilian is named as an authority on eloquence by several authors of the late eleventh and twelfth centuries (John of Alta Silvia, William of Auvergne, and Alain of Lille), but their references are maybe to the Declamationes; Wibald of Stavelot and Corvey referred specifically to the Institutio. In discussions of education (John of Salisbury’s Metalogicon, Guibert of Nogent’s autobiography, and a letter of Peter of Blois), the Institutio is cited or referred to for general pedagogical principles; Quintilian’s principles for training the ideal orator are translated into the Christian context. Several authors made abbreviations of the Institutio or included excerpts of it in florilegia for different purposes (most importantly Stephen of Rouen’s abbreviation, but also excerpts in the Codex Zwifaltensis and in Uldaric of Bamberg’s Ars dictandi). These are sources which prove that parts of the Institutio were used in twelfth-century education. The Institutio was also used extensively in commentaries on Cicero’s De inventione and the Ad Herennium.

Quintilian’s Underlying Educational Programme

This chapter discusses the educational programme presented in Books 1, 2, and 10 of the Institutio, in connection with Quintilian’s view that rhetoric is a virtue and his pedagogical principles, which not only constitute the foundation of his review of the curricula of grammar and rhetoric, but also inform his discussion of rhetoric in the entire work. The Roman ideal of the perfect orator is central to Quintilian’s ideas on education, but these are nevertheless firmly rooted in reality, nourished by his own teaching experience and aimed at the practical goal of improving the education of the orator. Two important concerns of Quintilian about current practices are the pupil’s transition from the grammaticus to the rhetor, especially the relinquishing by rhetors of certain aspects of their duties, and school declamation. More generally, Quintilian voices indirect but unmistakable criticism of contemporary society and culture, for instance when he speaks about the decadent lifestyle in households or expresses moral judgements about effeminacy and licentiousness in epideictic performances. On the other hand, Quintilian is not a moralist or an unworldly idealist, but rather an inspired pedagogue and a retired orator with a passion for good oratory. His main audiences seem to be the grammatici and rhetors of Rome, to whom he presents clear educational principles and didactic advice, and trainee orators and young adult orators, to impress upon them the purposes of the orator and his art.

Methodological aspects of the development of the future choirmasters’ emotional competence

The article reveals the essence and features related to the development of the future choirmasters’ emotional competence in the process of profession-oriented training. The purpose of the article is to determine the methodological approaches and pedagogical principles of forming the emotional competence of future choirmasters in the process of profession-oriented training. The competence-based paradigm of art-centred education is defined as the one that is aimed at gaining the experience necessary for making constructive decisions in a nonlinear, variable and unpredictable process of performing and art-pedagogical practice. Emotional competence is interpreted as an integral quality, a set of knowledge, skills, abilities and practical experience of the conscious handling of emotional information and volitional regulation of emotional behaviour in the process of working with the choir aimed at optimizing the emotional aspect of artistic communication through reflexivity, empathy and appropriate conducting expression. The component structure of the future choirmasters’ emotional competence has been determined; it includes person-oriented cognitive, analytical-interpretive, sensory-expressive and reflexive-regulatory components. The theoretical and methodological basis for the development of the future choirmasters’ emotional competence is considered. The acmeological approach is aimed at the maximum disclosure of the student’s internal potentials, which is possible through designing individual performing and pedagogical trajectory. The hermeneutic approach helps to master new knowledge related to one's own inner world, emotional manifestations of other knowledge and artistic emotions that are transmitted in the musical text. The reflexive approach enables a substantive vision of the emotional component of profession-related activities as a result of productive introspection. The pedagogical principles facilitating the development of the future choirmasters’ emotional competence have been distinguished: the principle of subjective activity, the principle of emotional dominance and the principle of systematization of emotional experience.

Education of children under conditions of distance learning with cognitive development disorder: psychological and pedagogical aspects

The aim of the research is to identify the psychological and pedagogical principles of distance learning for children with cognitive development disorder in primary school. During the exploratory and empirical research, it was observed that the actual conditions of distance learning for pupils with cognitive development disorder cover the categories as follows: ZOOM is the most common method of distance learning; distance learning is more difficult to manage; distance learning is more stressful compared to face-to-face training. The triads of psychological and pedagogical fundamentals for organizing distance learning have been formalized, namely: the name and content of the component of educational activity, psychological - correctional objectives, and techniques used in distance learning. The features of the course of cognitive processes in the context of the psychological and pedagogical principles of organizing distance learning for children of primary school age with cognitive development disorder have been revealed.

Interdisciplinary communication in pianists’ education: experience from M. Hlinka Dnipropetrovsk academy of music

In modern social conditions, the demand of formation of a new generation of teachers is raising. The problem of interdisciplinary communication in the field of musical-pedagogical preparation of specialists is of particular interest since new organizational and methodological forms, theoretical and practical research are not used enough in the educational process. The authors conducted a study on the issues of professional and conceptual foundations of pianists’ education on the example of M. Hlinka Dnipropetrovsk Academy of Music. The concept of interdisciplinary communication was defined. Vocational and pedagogical skills and pianist skills that are formed due to the interconnection of the disciplines of the historical-pedagogical cycle were characterized. The tasks that contribute to ensuring the effectiveness of the results of pianists’ educational process in M. Hlinka Dnipropetrovsk Academy of Music were identified and main pedagogical principles were outlined.

Formation of competitiveness of graduates of military aviation universities by means of integral teaching technology

The article considers the content and structure of the competitiveness of a military pilot as the purpose of studding Aviation English at a military aviation university. The analysis of the literature on the competitiveness of a specialist allowed us to form our own idea of its components. The article shows the stages of implementation of the Integral technology of studding Aviation English as the most effective technology, its pedagogical principles and components of this training technology. Practical results of experimental training are presented.

Experiments with Buddhist Forms of Thought, Action and Practice to Promote Significant Learning

While scholars have considered the centrality of teaching in Buddhist traditions and the rich pedagogical resources Buddhism has to offer academic courses on the topic, less attention has been paid to the ways in which Buddhist pedagogy might be applied to the overall structure of course design. This article addresses the challenges of presenting the richness and complexity of Buddhist traditions while also encouraging students to experientially engage such traditions in ways that promote transformative learning. It proposes using Buddhist pedagogical principles, together with a model of significant learning (Fink 2013), to design a course according to the Three Trainings in Wisdom, Ethics and Meditation. Framing the course as a series of experiments in Buddhist forms of thought, action, and practice highlights the critical perspective common to both Buddhist and academic approaches and helps maintain important distinctions between Buddhist traditions and popular secular practices. This article describes specific experiments with Buddhist ways of reading and analyzing classic and contemporary texts, films and images, together with experiments in Buddhist methods of contemplative and ethical practice, in an introductory course in order to help students see how forms of suffering that concern them might arise and be stopped or prevented from a Buddhist point of view.

Feminist Pandemic Pedagogies: Podcasting and the Study of Religion

In this article I will explore and share my pedagogical practices and experiences as a feminist scholar of religion, within the context of a voluntary postgraduate reading group, during the first nine months of the Covid-19 pandemic. The article is structured in two parts. The first part offers a reflection of the teaching approaches that inspired and enabled the production of a podcast about the study of religion from the perspective of black African students and scholars of religion. The second part conceptualizes the production of a podcast as a feminist pedagogical experiment and reflects on this process alongside feminist pedagogical principles. While the orientation of this article is tentative and reflexive, it advances the argument that because of the commitment to social justice that is inherent to feminist approaches to scholarship and pedagogy, feminist scholars are generally poised to work within the contexts of crisis. Therefore, within the context of the pandemic, feminist approaches to teaching and learning in the study of religion may yield insights that can contribute to the continued development of sustainable pedagogies that honor the fraught nature of these times for both scholars and students.

ECONOMIC, PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL BASIS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRIMARY CLASSES IN THE CONTEXT OF IDEAS OF A NEW UKRAINIAN SCHOOL

The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.