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ПОЈАВАТА НА РЕНЕСАНСАТА
ПОЈАВАТА НА РЕНЕСАНСАТА
КАРАКТЕРИСТИКИ
НА РЕНЕСАНСНАТА ФИЛОЗОФИЈА
- Враќање кон античките извори и критика на догматизмот, возобновување на
Антиката беше општ повик на епохата – се бараше враќање кон свежите извори
(детството на човештвото), развивање на слободната мисла, пофалба на
научниот ангажман.
- Хуманизам – regnum hominis наместо civitas dei.
- Методолошки новини ( методи=хел. патишта) трасирање на патот за развој на
нови научни методи кои ќе станат главна филозофска преокупација (Роџер Бекон и
Вилјем Окам) – набљудување, дескрипција, набројување, компарација, анализа,
пред се експериментот.
- Поврзување на филозофијата со науката – филозофите се првите модерни
научници (Галилеј), поврзување на духовните ставови со научна фактичност,
инспирирање на филозофијата со научните дострели и достигнувања.
- Постојана критичност и предложување на нови решенија – емпиризам,
сциентизам, хелиоцентризам, антропоцентризам. Утопија од Томас Мор, Градот
на сонцето од Томазо Кампанела и Среќниот град од Фрањо Петриќ.
МИШЕЛ ДЕ МОНТЕЊ (1533 – 1592)
Child education[edit]
Child education was among the psychological topics that he wrote about.[37] His essays On the Education of
Children, On Pedantry, and On Experience explain the views he had on child education.[38]:61:62:70 Some of his views on
child education are still relevant today.[39]
Montaigne’s views on the education of children were opposed to the common educational practices of his day.
[38]:63:67
He found fault both with what was taught and how it was taught.[38]:62 Much of the education during Montaigne’s
time was focused on the reading of the classics and learning through books.[38]:67Montaigne disagreed with learning
strictly through books. He believed it was necessary to educate children in a variety of ways. He also disagreed with
the way information was being presented to students. It was being presented in a way that encouraged students to
take the information that was taught to them as absolute truth. Students were denied the chance to question the
information. Therefore, students could not truly learn. Montaigne believed that, to learn truly, a student had to take
the information and make it their own.
At the foundation Montaigne believed that the selection of a good tutor was important for the student to become well
educated.[38]:66 Education by a tutor was to be conducted at the pace of the student. [38]:67He believed that a tutor should
be in dialogue with the student, letting the student speak first. The tutor also should allow for discussions and
debates to be had. Such a dialogue was intended to create an environment in which students would teach
themselves. They would be able to realize their mistakes and make corrections to them as necessary.
Individualized learning was integral to his theory of child education. He argued that the student combines
information already known with what is learned and forms a unique perspective on the newly learned information.
[40]:356
Montaigne also thought that tutors should encourage the natural curiosity of students and allow them to
question things.[38]:68He postulated that successful students were those who were encouraged to question new
information and study it for themselves, rather than simply accepting what they had heard from the authorities on
any given topic. Montaigne believed that a child’s curiosity could serve as an important teaching tool when the child
is allowed to explore the things that the child is curious about.
Experience also was a key element to learning for Montaigne. Tutors needed to teach students through experience
rather than through the mere memorization of information often practised in book learning. [38]:62:67He argued that
students would become passive adults, blindly obeying and lacking the ability to think on their own. [40]:354 Nothing of
importance would be retained and no abilities would be learned.[38]:62 He believed that learning through experience
was superior to learning through the use of books.[39] For this reason he encouraged tutors to educate their students
through practice, travel, and human interaction. In doing so, he argued that students would become active learners,
who could claim knowledge for themselves.
Montaigne’s views on child education continue to have an influence in the present. Variations of Montaigne’s ideas
on education are incorporated into modern learning in some ways. He argued against the popular way of teaching in
his day, encouraging individualized learning. He believed in the importance of experience, over book learning and
memorization. Ultimately, Montaigne postulated that the point of education was to teach a student how to have a
successful life by practising an active and socially interactive lifestyle.[