The orator's education in according to M.F. Quintilian
 
 
More details
Hide details
1
WSGE
 
 
Submission date: 2017-09-01
 
 
Acceptance date: 2017-09-15
 
 
Publication date: 2017-09-26
 
 
Corresponding author
Anna Krajewska   

WSGE, Olsztyńska 63, 11-001 Dywity, Polska
 
 
JoMS 2017;34(3):47-57
 
KEYWORDS
TOPICS
ABSTRACT
Objectives:
The aim of the article is to present the main educational assumptions proposed by M. F. Quintylian in shaping new generations of right people and citizens.

Material and methods:
Descriptive, analytical method

Results:
Results of the conclusions and conclusions contained in the final part of the article

Conclusions:
According to Quintilian, a citizen, who is assigned to the administration and management of government should be a good orator. Apart from comprehensive and complete education he/she should be fluent in the language of Greek and Latin, know the literature, graduate oratorical studies, and above all, should be distinguished by its unimpeachable moral profile. He/she should be the model of right and perfectly moral person. Quintilian postulated that children from an early age shall be ready for this role. Educational process of the future orator consisted of intellectual and moral education, which took place in the traditional educational institutions of the ancient Rome, i.e. in the family and at school. He required from parents the education and righteousness, so that the children in the house did not witness brutal and shameless scenes. He imposed similar requirements on teachers, who above all should be noble and also should have a complete education. His proposals and suggestions has been included in the treatise entitled Institutes of Oratory, which according to him would be, "useful for the right-hinking Roman youth."

 
REFERENCES (8)
1.
Adamska-Staroń, M. (2016). Metaforyczne ujmowanie idei pedagogicznych jako dobra praktyka edukacyjna, „Journal of Modern Science” t. 4, z. 31, s. 63–92.
 
2.
Jaroszyński, C., Jaroszyński, P. (2008). Kultura słowa. Podstawy retoryki klasycznej, Szczecinek: Fundacja Nasza Przyszłość.
 
3.
Jedynak, B., Jedynak, S., Krusiński, L. (2010). Filozofia i wychowanie, Lublin: Wydawnictwo Uniwersytetu Marii Curie Skłodowskiej.
 
4.
Kościanek-Kukacka, J. (2005). Osobowość wychowanków w percepcji kandydatów na nauczycieli, „Journal of Modern Science” t. 1, z. 1, s. 237–244.
 
5.
Kot, S. (1994). Historia wychowania, Warszawa: Wydawnictwo Żak.
 
6.
Kwintylian, M.F. (2005). Kształcenie mówcy. Księgi I, II, X, przeł. M. Brożek, Wrocław: De Agostini, Ossolineum.
 
7.
Preliezzo, J.M., Nanni, C. Malizia, G. (1997). Dizionario di scienze dell’ educazione, Torino: Editrice ELLE Di Ci.
 
8.
Wysocka, E. (2016). Diagnoza pozytywna w działaniach pedagoga jako przykład „dobrych praktyk” w pracy z młodzieżą – propozycje narzędzi diagnostycznych, „Journal of Modern Science” t. 4, z. 31, s. 37–62.
 
eISSN:2391-789X
ISSN:1734-2031
Journals System - logo
Scroll to top