During the Renaissance, the emerging bourgeoisie attached great importance to education. Many humanist thinkers and writers discussed various educational issues in their works and put forward new educational ideas. Although the specific contents of these educational thoughts are different, they have the basic characteristics of humanistic education on the whole, forming the humanistic educational thoughts of this period.
(A) Vitorino's humanistic education practice
Vitorino da Felt (1378— 1446) is a famous Italian humanist educator. His educational practice embodies his humanistic educational thought. 1423, Vitorino was hired by Gonchaga, Duke of Mondova, and established a court school named "Happy House". He taught here for 22 years until/kloc-0 died in 446.
"Happy House" is located in the lakeside palace on the outskirts of Mondua. Beautiful natural environment, clean and comfortable school buildings. Students can live a happy study life in this good environment. Most of the students in the "happy family" are children of nobles and rich people, and only a few children from poor families are quite talented. Students enter school at the age of six or seven and graduate at the age of 20. They studied 15 years from primary school to university. All students are free from family interference. The purpose of running a school is to train students to become state officials, church leaders and entrepreneurs with social responsibility.
Vitorino believes that we must develop morally, intellectually, physically and aesthetically, and become a person with harmonious physical and mental development. He attaches great importance to sports, thinks that a healthy body is the premise of developing intelligence, and advocates exercising students' bodies through horseback riding, archery, fencing, wrestling, swimming and games. In terms of intellectual education, Vitorino has set up a wide range of courses centered on classical Chinese. Besides studying Latin and Greek, he also studied mathematics, astronomy, history and natural science. Vitorino attached great importance to the study of classical works, believing that this kind of study was helpful to cultivate noble moral quality. He opposed the scholastic philosophy teaching method of rote memorization, and advocated teaching reading and writing with movable letters, and teaching the basic knowledge of arithmetic through games. He also pays attention to developing personality, developing children's initiative in dancing, singing hymns and other activities, and cultivating beautiful emotions. Attach importance to religious education as an important means of moral education. Students pray early every day and repent once a month.
Vitorino was the first person to put the ideal of humanistic education into practice, so he was called "the teacher of the first new school". His practical activities and educational thoughts have a great influence on Italy, and almost all small countries in Italy have established court schools presided over by humanists.
(2) Ailas Hume's humanistic education thought?
Ailas Hume (1467— 1536) was born in a businessman's family in Rotterdam, the Netherlands. He studied theology at the University of Paris, then served as a professor of theology at Cambridge University, teaching Greek, and sponsored Colette, a humanist educator, to establish St. Paul's School. Ailas Hume made great achievements in China's classical literature and classical literature, and became the greatest humanist in Northern Europe at that time.
Eiras worships ancient and classical works. He believes that ancient Greece and Rome are the golden age of mankind, and social reform in Europe should follow the example of Greece and Rome. In his view, ignorance is the main obstacle to the progress of human society and enlightenment is the main force to promote the progress of human society. And this kind of "enlightenment" mainly depends on the study of classical Chinese and ancient Chinese. He believes that middle school education should focus on classical Chinese and classic works, and learning history, geography and even natural science means learning ancient Chinese and classic works. His Latin textbooks Famous Articles (15 1 1) and Dialogues have been widely adopted by Latin schools in European countries and have been popular for two centuries. Ailas Hume has greatly promoted the humanization of middle schools in Europe. ?
Ailas Hume published some educational papers and works to discuss educational theory. In On Children's Free Education and On Correct Teaching, he proposed that human growth depends on three factors: nature (talent), teaching and practice, and the latter two are more important. Children's education should start at an early age. In terms of teaching methods, he opposed the fuss of scholasticism, advocated "speaking in advance", demanded intuition, and put forward that we should pay attention to learning the content of classical literature and prevent formalism from simply imitating Cicero's style and vocabulary. ?
Ailas Hume adapted to the needs of the development of capitalism and strongly advocated humanism in middle schools. However, he paid special attention to classical education, which left a negative impact on later European education. ?
(3) The educational thoughts of rabelais and Mengdan?
Rabelais (1483- 1553) and Montaigne (1533- 1592) were two outstanding French humanist writers in the 6th century. In their own works, they mercilessly criticized the feudal system and its decadent education and put forward new educational ideals. Their educational thoughts have a common feature, that is, they all have a strong spirit of realism. They were dissatisfied that some humanists at that time paid too much attention to classical Chinese and religious education, and emphasized the practice of cultivating children with practical natural science and developing their understanding and judgment ability. ?
Rabelais was born into a wealthy French lawyer family. He was educated by monks in his early years. He studied Greek and philosophical works in the monastery, and then left the monastery to travel around the world. He had extensive contacts with European humanists and further studied mathematics, medicine, astronomy, botany and other sciences. Although his masterpiece Biography of the Giant (translated by КаΥан as Duya and Hugue Gu 'ai) is a novel, it contains valuable educational thoughts. Here, while exposing the decadent scholastic philosophy education with a sharp and pungent pen, he also painted a picture of humanistic education.
A French king, Laurent Gujie, gave birth to a giant named Gao Kang Da. Gao Kangda cried for something to drink when he was born. He drank 17000 cows' milk as soon as he drank it, and it took 12000 pieces of cloth to make a dress. In order to make his son a learned man, his father invited two academic teachers for him. Under their guidance, Gao Kangda spent 50 years familiarizing himself with religious research, notes on teaching principles, Latin grammar, Greek word explanation, ethics textbooks, dining etiquette, etc., and was able to recite it backwards, but turned into a madman. In a rage, the king drove away the scholastic teachers and hired humanistic teachers. The teacher first used laxatives to remove the old dross left in Gao Kang's mind, and then guided him to pay attention to real life problems and learn all kinds of knowledge. Besides studying Latin, Greek, Hebrew and Arabic, I also study practical scientific knowledge such as mathematics, geometry, astronomy, geography, plants, animals, minerals, music, medicine and law. Here, rabelais tried his best to improve the status of these new knowledge, hoping to train the younger generation into knowledgeable people. ?
Rabelais also attached importance to labor education, and he believed that young people should learn production knowledge and master production technology. In addition to studying threshing, bundling grass, chopping wood and sawing wood at home, Gao Kangda also went to the workshop to visit the operations of various craftsmen, visited masters from all walks of life and learned production technology from them.
In terms of teaching methods, rabelais opposes dogmatism that forces children to learn by rote, emphasizes learning knowledge through practice, and pays attention to on-the-spot observation, visit, visit and travel, and demands that things can be truly understood and mastered through these activities.
Physical education is absolutely indispensable. Gao Kangda goes riding, fencing, javelin throwing, bow drawing, target shooting, swimming and other activities with the humanities teacher every day. Through these exercises.
Rabelais also attached great importance to moral education and religious education, and thought that knowledge should pay equal attention to conscience.
Through the above education, Gao Kangda has become a real giant, an "all-round" giant with strong body, noble morality, profound knowledge, mastery of all the ways of governing the country and love for the people and the country, that is, an ideal new bourgeoisie.
Meng Dan (also translated as "Montaigne") is another humanist writer who influenced the educational thoughts of later generations with his literary works. In the first volume of his literary masterpiece "Essays", he expounded his educational views in two articles: On Children's Education and On Pedantry. He opposes empty, narrow, unrealistic and pedantic scholastic philosophy education, and thinks that most of them are people who only know a little Latin and Greek, who are slow-witted, lack judgment, impolite and unsociable. Based on the needs of bourgeois real life at that time, Meng Dan emphasized that the purpose of education is not to cultivate grammarians and Latin scholars, but to cultivate gentlemen who have judgment, know the world, advance and retreat properly, are good at etiquette, and are good at handling various affairs in real life. Here, Meng Dan clearly expressed his realism.
From the above purpose, he thinks that in addition to teaching reading, writing and arithmetic, priority should be given to teaching our mother tongue. In his view, Latin and Greek are actually just decorations to show aristocratic status and should not be overemphasized. In addition, daily necessary subjects such as geometry, physics and ethics should also be studied.
Meng Dan aimed at the serious drawbacks of using children's ears as funnels, only putting in materials, and treating students as parrots, only letting them learn words repeatedly. He asked teachers to observe things, understand knowledge and deal with problems by themselves according to their actual ability, and then teachers explained and experimented, so that students could effectively digest, understand and master knowledge. Meng Dan emphasized the need to digest and understand knowledge, and thought that only the digested and understood knowledge was his spiritual wealth, which could be transformed into his own judgment.
Meng Dan attached importance to morality, and thought that knowledge without morality was equal to knowledge without morality. He also pays attention to sports and thinks that it is impossible to cultivate a harmonious and perfect person by devoting himself to spiritual education regardless of his body.
The realistic spirit in rabelais's and Mengdan's educational thoughts shows that they have surpassed the level of humanistic education in 14 and 15 centuries, and their thoughts have a great influence on Locke, Rousseau and Pestalozzi.
(D) Moore's educational thought
Thomas Moore (1478-1535) was a British humanist in the 6th century and an early utopian socialist thinker. In "On Perfect State System and Utopia New Island" (hereinafter referred to as "Utopia"), with deep sympathy for the early proletarians-bankrupt farmers and craftsmen, he condemned the disaster brought by primitive accumulation of capital to the people and designed a socialist system, which is based on agriculture and handicrafts, with public property, everyone working, distribution according to needs, economic equality and political democracy. Moore's educational thought has obvious socialist nature and is the most advanced educational thought at that time. Its main contents are as follows: