Academic literature on the topic 'Classical gymnasium'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Classical gymnasium.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Classical gymnasium"
1
Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2020-8-135-161.
Full textAbstract:
Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
2
Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (October 14, 2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2021-8-135-161.
Full textAbstract:
Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.
3
KONDRATIUK, Kostiantyn, and Oresta KOTSIUMBAS. "ACADEMIC GYMNASIUM IN LVIV: 1849-1914." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 50–68. http://dx.doi.org/10.33402/ukr.2020-33-50-68.
Full textAbstract:
Academic Gymnasium was found in October 1784 at the University of Lviv. This is a state secondary educational institution of the humanitarian direction. The graduates-maturists had the opportunity to continue their studies at the university after its completion. The Academic Gymnasium was the oldest gymnasium with the Ukrainian language of instruction. The information concerning the gymnasium's organization's functioning and principles till 1848 was lost due to revolutionary events. We can find the data about the organization of the institution's functioning, the number of teachers and students, and their social origin from 1849. At the same time, this date coincides with the secondary school's reform in 1849 based on the «Organizational Essay of High Schools and Actual Schools of Austria» and the «Normative Plan of Education for Gymnasia», which functioned until 1910 with minor changes. Exactly these normative documents regulated the functioning of the gymnasium - the organization of the educational process, the language of teaching, the priority of disciplines, the number and load of teachers, the organization of extra-curricular activities of high school students. Since 1907, the gymnasium is reorganized into the Main Gymnasium due to the number of students' growth and moving into a newly built building on L. Sapieha street and the Branch in the premises of the Narodnyi dim (People's Hall). The educational process in the gymnasium was carried out based on ministerial plans. By the end of the 20th century, more than 60% of the educational time was spent on learning languages, and the natural and mathematical cycle reached 25%, which indicates the humanitarian direction of gymnasium preparation. The situation was changed by the curriculum for classical gymnasiums in 1909, according to which the disciplines of the natural-mathematical cycle were synchronized with the requirements of universities. The article's main thesis is that during the 1849-1914 years, the Tsissar-Royal Academic Gymnasium in Lviv developed into a leading secondary educational institution. Mostly Ukrainian Greek Catholics, natives from Halychyna, studied here. The headmasters of the gymnasium were experienced teachers, skilled administrators. During the second half of the 19th century - at the beginning of the 20th century, the gymnasium was headed by Franz Brugger (1848-1858), Ivan Piontkovskyi (1858-1868), Vasyl Ilnytskyi (1868-1892 ), Edvard Kharkevych (1892-1911) and Illia Kokorudz (1911-1927). The teaching staff was increasing quantitatively and qualitatively. Careful selection, education requirements, and teaching methods provided the gymnasium with qualified specialists and responsible officials. The institution's educational process was provided by about 23-25 teachers, 70% of whom were gymnasium professors. Teachers of gymnasium conducted classes on a high professional level with students and created original textbooks in their native language, literature, history, and geography. Many teachers of the gymnasium and later graduates became well-known socio-political figures, scientists, and artists.So, Academic Gymnasium in Lviv is a secondary educational institution of the second half of the 19th and early 20th centuries. It functioned following Austrian secondary school legislation. The Academic Gymnasium, being in the structure of the Lviv University, provided it with well-prepared entrants. Students received a profound knowledge of normative disciplines in the gymnasium and a good national and religious education. The heads of the educational institution were experienced teachers and organizers who took care of the proper provision of the educational institution with teaching staff. The educational and methodological literature was supported, developed, and implemented in the educational process, together with teachers and public figures. Teachers of the gymnasium constantly worked on self-education and were active socio-political leaders. Keywords: Academic Gymnasium, organization, Krajova Szkolna Rada (Region School Council), teachers, teaching process, students, educational legislation.
4
Lapteva, M. Yu, A. A. Valitov, and D. Yu Fedotova. "Formation of Tobolsk Classical Hymnasium in First Decade of 19<sup>th</sup> Century." Nauchnyi dialog, no. 9 (September 29, 2021): 385–99. http://dx.doi.org/10.24224/2227-1295-2021-9-385-399.
Full textAbstract:
The article is devoted to the study of material, financial, personnel problems that accompanied the process of restructuring the system of Russian secondary education in Western Siberia in the first decade after the beginning of reforms in the field of education in 1803—1804. Based on the specific historical material of the history of the Tobolsk classical gymnasium, the first in Western Siberia, the author considers ways to overcome these problems during the period of the reform of the Main Public School and the formation of a male classical gymnasium on its basis. Special attention is paid to the issues of administrative and financial support of the first Western Siberian classical gymnasium by the trustee of the Kazan educational district S. Ya. Rumovsky, Minister of Education P. V. Zavadovsky, administrative and economic activities of the first director of the gymnasium A. Kh. Eiben, issues of charity of Russian and local entrepreneurs. The research was carried out on the basis of published and unpublished archival materials. The first group should include a historical note about the Tobolsk gymnasium, compiled by teachers S. I. Zamakhaev and G. A. Tsvetaev in 1889 on the basis of the archive of the gymnasium, now lost. Specific historical, systemic, comparative historical methods have become the main methods for researching sources.
5
Smirnov, Sergei. "An Experiment in Revival of the Classical Gymnasium." Russian Education & Society 36, no. 2 (February 1994): 54–68. http://dx.doi.org/10.2753/res1060-9393360254.
Full text
6
Ma, Bin Qi, and De Wei Wang. "The Analysis and Optimal Design for Thermal Environment of Gymnasium." Advanced Materials Research 368-373 (October 2011): 3682–87. http://dx.doi.org/10.4028/www.scientific.net/amr.368-373.3682.
Full textAbstract:
The thermal environment of gymnasium is usually affected by many exterior environmental factors, including architecture layout, building orientation, natural lighting and ventilation. A gymnasium of one of the colleges in Xi’an city serves as an example. The building performance analysis and optimization software Ecotect are used in this paper to carry out the simulation analysis focused on the classical thermal environment of gymnasium under the consideration of the above mentioned thermal environment relevant factors.
7
Kumpan, K. A. "D. S. MEREZHKOVSKY AS A STUDENT OF THE THIRD GYMNASIUM (COMMENTATOR’S NOTES). Part 1." Russkaya literatura 1 (2021): 122–44. http://dx.doi.org/10.31860/0131-6095-2021-1-122-144.
Full textAbstract:
The article introduces the academic community to a vast collection of the unknown documents from the archives of the Third Gymnasium (Classical School) and from Merezhkovsky’s personal foundation, which contains the experiments of his early years. As the result, a picture emerges that depicts the school routine, featuring the portraits of the professors and the analysis of humanitarian subjects. Besides, a detailed commentary on the «Gymnasium» fragments of the autobiographical poem The Ancient Octaves is offered, and conclusions are drawn regarding the reliability of the assessments of education contained in it.
8
Kumpan, Ksenia Andreevna. "D. S. MEREZHKOVSKY AS A STUDENT OF THE THIRD GYMNASIUM (COMMENTATOR’S NOTES) PART 2." Russkaya literatura 2 (2021): 104–33. http://dx.doi.org/10.31860/0131-6095-2021-2-104-133.
Full textAbstract:
The article introduces the academic community to a vast collection of the unknown documents from the archives of the Third Gymnasium (Classical School) and from Merezhkovsky’s personal foundation, which contains the experiments of his early years. As the result, a picture emerges that depicts the school routine, featuring the portraits of the professors and the analysis of the studies in humanities. Besides, a detailed commentary on the «Gymnasium» fragments of the autobiographical poem The Ancient Octaves is offered, and conclusions are drawn regarding the reliability of the assessments of education contained in it.
9
Belgum, K. "Beyond the Gymnasium: Educating the Middle-Class Bodies in Classical Germany." German History 27, no. 2 (April 1, 2009): 295–96. http://dx.doi.org/10.1093/gerhis/ghp014.
Full text
10
Vanchugov, Vasily V. "Rozanov’s Philosophical Essays." Almanac “Essays on Conservatism” 60 (December 12, 2019): 15–29. http://dx.doi.org/10.24030/24092517-2019-0-4-15-29.
Full textAbstract:
Both training in the classical gymnasium and education at the faculty of history and philosophy of Moscow University created a certain cultural background, which allowed Rozanov to apply the appropriate techniques of realizing himself in difficult life circumstances. One of the spiritual spheres that attracted his attention was philosophy. This present article examines in chronological order Rozanov’s plans and efforts to realize himself in philosophy, his formal failures and real achievements in this field
Dissertations / Theses on the topic "Classical gymnasium"
1
Adamsson, Sophie. ""Att vara bred är en tillgång" : En kvalitativ intervjustudie av fyra sångpedagogers syn på genreval i sångundervisningen på gymnasiet." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56545.
Full textAbstract:
Syftet med denna studie är att undersöka hur gymnasieelevers individuella sånglektioner skiljer sig åt beroende på i hur stor utsträckning sångpedagogernas eget genreintresse styr. Studien är baserad på fyra semistrukturerade intervjuer där två sångpedagoger har sin hemvist inom den klassiska sångtraditionen och två sångpedagoger har sin hemvist inom den afroamerikanska sångtraditionen. Studien är av jämförande karaktär där fokus ligger på eventuella likheter och skillnader mellan sångpedagogers synsätt inom de två olika genrerna. Den teoretiska utgångspunkten för studien utgår från ett sociokulturellt perspektiv och hur kulturella redskap och omgivningar påverkar undervisningen och lärandet. Studiens resultat visar att sångpedagogerna har fler åsikter som förbinder dem samman än vad de har som skiljer sig åt gällande medvetna genreval, hur deras eget genreintresse påverkar sångundervisningen och synen på läroplanen i förhållande till lektionen och dess innehåll. Intervjupersonerna skiljer sig åt gällande lektionsupplägget för nybörjarelever samt sitt personliga musiklyssnande. I diskussionen lyfts sedan de teman som uppkommit i resultatet utifrån ett sociokulturellt perspektiv. Dessa teman är: medvetna och omedvetna val gällande genre, läroplanen som redskap i sångundervisningen samt det egna genreintresset som redskap i sångundervisningen. Det som framkommer är att sångpedagogernas olika redskap påverkar hur de arbetar i och kring sin sångundervisning på gymnasiet.The purpose of this study is to examine how individual singing lessons for high school students differ depending on to which extent the vocal coach is driven by their own interests concerning genre. The study is based on four semi-structured interviews where two vocal coaches have their home turf in classical music, and two vocal coaches have their home turf within the african american genres. The study is of comparative nature where the focus is on eventual similarities and differences between vocal coaches’ viewpoints within the two genres. The theoretical perspective of the study takes its stand in the socio cultural perspective and how cultural tools and surroundings affect teaching and learning.The result of the study shows that the vocal coaches have more conformed opinions than they have conflicting ones when it concerns informed choices in genre, how their own interests affect their teaching and the views on the curriculum in relation to the lesson and its content. The interviewees differ when it comes to how they plan lessons for beginners and how they themselves listen to music. In the discussion the themes that surface in the result are discussed from a socio cultural perspective. These themes are: informed and uninformed choices concerning genre, the curriculum as a tool in teaching and the teachers’ own personal interests concerning genre. The conclusion is that the different tools the vocal coaches use affect how they work in and surrounding their teaching of high school students.
Books on the topic "Classical gymnasium"
1
Wuttke, Dieter. Der Humanist Willibald Pirckheimer: Namengeber für ein mathematisch-naturwissenschaftliches und neusprachliches Gymnasium? : ein Beitrag zur Überwindung der "zwei Kulturen". Nürnberg: Freunde des Pirckheimer-Gymnasiums e.V., 1994.
Find full text
2
Die Modernität der Antike: Zur Aufgabe des Gymnasiums in der modernen Welt. Konstanz: Universitätsverlag Konstanz, 1986.
Find full text
6
Steinbrecht, Gustav. Gymnasium of the Horse: Completely Footnoted Collector's Edition. Xenophon Press LLC, 2017.
Find full text
7
Beyond the Gymnasium: Educating the Middle-Class Bodies in Classical Germany. Lexington Books, 2007.
Find full text
8
Lempa, Heikki. Beyond the Gymnasium: Educating the Middle-Class Bodies in Classical Germany. Lexington Books, 2007.
Find full text
9
von, Reitzenstein Wolf-Armin Freiherr, ed. Bayern und die Antike: 150 Jahre Maximilians-Gymnasium in München. München: Beck, 1999.
Find full text
10
Crombie, Alexander. Gymnasium, Sive Symbola Critica: Intended to Assist the Classical Student in His Endeavors to Attain a Correct Latin Prose Style. HardPress, 2020.
Find full textBook chapters on the topic "Classical gymnasium"
1
Ugolini, Gherardo. "Humboldt, the Classical Gymnasium, and the University of Berlin." In History of Classical Philology, 91–114. De Gruyter, 2022. http://dx.doi.org/10.1515/9783110730388-005.
Full text
2
Ermolaeva, Elena, and Lev Pushel. "Classical Languages, Culture, and Mythology at the Classical Gymnasium of Saint Petersburg." In Our Mythical Education. The Reception of Classical Myth Worldwide in Formal Education, 1900-2020. University of Warsaw Press, 2021. http://dx.doi.org/10.31338/uw.9788323546245.pp.189-208.
Full text
3
Rodden, John G. "Weimar, 1994 Difficulties with the Truth: Coping with the DDR’s Past in the New Eastern Classroom." In Repainting the Little Red Schoolhouse. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195112443.003.0021.
Full textAbstract:
Eight thirty A.M. Another school day, another school—this time the Schiller Gymnasium in the Thomas Mann Street. It’s a fine morning in late October. I greet Frau Losart, a German teacher, and Herr Gerrelov, a Russian teacher. They’re happy to talk to me about changes at the school since my visit during the dying days of the DDR in the fall of 1990, when it was still the Schiller EOS, the only EOS in Weimar. Weimar has witnessed many changes since then, especially in education, including the transformation of three POS into Gymnasien: the Goethe Gymnasium, the Hoffman von Fallersleben Gymnasium, and the Sophiengymnasium. The classical names reflect the importance of German culture in Weimar. Indeed, “Weimar— the Heart of German Culture,” runs the slogan in the official tourist brochure, which features, incongruously, both a picture of a young couple drinking Coca-Cola (the caption [in English]: “You can’t beat the feeling!”) and a pitch for a private bus tour line: “For more than a century,” says the ad, in stately German script, Weimar “has been a magnet for all those who revere German classicism. . . .” Or: those who mummify it. “Stadt der toten Dichter” (Dead Poets’ City), journalistic wags from the west have dubbed Weimar instead. But the eastern and western slogans do, ironically, somehow fit together. For certainly the city’s two biggest cultural drawing cards are its two greatest dead poets: Goethe and Schiller. Not the least of the city’s honors to the latter dead poet is the Schiller Gymnasium itself. Built in 1927, it was originally a Berufsschule (trade/vocational school) for girls; two years later, it became a coeducational Realschule. In 1936, the auditorium with its Nietzsche window was added, in honor of the city’s third great dead poet. In 1945, the school was used as an emergency hospital for soldiers wounded at the front. After the war, the Schiller Oberschule was the only school in Weimar to confer the Abitur; it became one of the first EOS in 1960 and a Gymnasium in 1991.
4
Desmond, Will D. "Hegel and the Ancient World." In Hegel's Antiquity, 1–42. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198839064.003.0001.
Full textAbstract:
Hegel is one of the most influential thinkers of modernity. Less recognized, but equally significant is his life-long engagement with ancient Greek and Roman civilizations. As a student of the Stuttgart Gymnasium, sometime headmaster of the Nürnberg Gymnasium, contemporary of philhellenes like Goethe and Hölderlin as well as seminal classical scholars like August Wolf and Niebuhr, Hegel developed his encyclopedic system at a time when classical scholarship was being institutionalized as Altertumswissenschaft, and when Hellenic studies in particular were experiencing a ‘renaissance’, especially in Germany. This chapter surveys Hegel’s life, education, publications, and persistent ideas, placing these in their immediate context in the revolutionary era after 1776. Hegel’s persistent and many-faceted return to antiquity—to the Romans as well as the Greeks—is clear in his Berlin lecture series on politics, art, religion, philosophy, and history. These themes form the core of Hegel’s philosophy of ‘spirit’, and are here outlined as the focus of subsequent chapters.
5
Lev Kenaan, Vered. "Freud on the Acropolis." In The Ancient Unconscious, 65–90. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198827795.003.0003.
Full textAbstract:
Freud’s essay “A Disturbance of Memory on the Acropolis” is the focus of the third chapter. Freud’s short essay revisits an enigmatic memory from the visit to the Acropolis. Two different yet inseparable themes surface in the text; the chapter unravels their connectedness through their relation to the cultural and intellectual dual origins of Freud’s upbringing. In the essay the twofold thematics of Freud’s Jewish background at home and his classical education in the gymnasium intersect, creating a picture of a life of duality, ambivalence, and internal contradictions. The cultural intersection between Athens and Jerusalem constitutes the essence of Freud’s personal history and is responsible for the creation of his indissolubly tangled narrative. The chapter deals with the notion of the woven materiality of the text, the inner ties between antiquity and modernity, as well as those between Freud’s past and present, and the unconscious language of analogies.
6
Facca, Danilo. "Forming a Moral Conscience at School." In History of Universities: Volume XXXIV/2, 112–24. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192857545.003.0007.
Full textAbstract:
This chapter reviews the case of the Protestant Gymnasium in Toruń at the turn of the seventeenth century and this is illustrated through the work of Franz Tidike. It describes Tidike as an eclectic figure of physician and philosopher that shifted the teaching of ethics in a moralistic direction. It also refers to the notion of consciousness that emerged as pivotal in an atmosphere of intense competition with the Jesuits, and in search of continuity with the Erasmian and Melanchthonian intellectual and religious legacy. The chapter analyzes progress towards maturity that was entrusted to constant meditation on texts dealing with moral improvement by classical and Christian writers, which made the learning of ethics a daily exercise of self-analysis and self-control. It recounts the dissipation of homogeneity and traditionalism by an examination of the academic practices implemented on the basis of the Aristotelian texts in the individual schools of the Kingdom of Poland.