‘Fathers and sons’ in Xenophon’s teaching of the man taking care of himself

Pichugina, Victoria; Bezrogov, Vitaly

doi:10.1080/0046760x.2016.1271910

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…With all its apparent clarity, the division of anthologies and source books into chronological and thematic is still rather provisional. Once we have gleaned the author's logic of selecting and presenting the classical material, we understand that the chronological arrangement of texts also possesses a certain hidden thematic nature, which allows the readers to grasp the essential problems of education within their historical context (Pichugina, Bezrogov, 2017).…”

Section: Resultsmentioning

confidence: 99%

Classical Antiquity Pedagogical Heritage In Anthologies And Source Books: Education’s Digital Content

Bezrogov¹,

Pichugina²

2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The role of the classical heritage within a history of education component in the higher education teaching is discussed in the article. Various chronological and thematic ways to arrange the material in the anthologies for history of pedagogy and education are analyzed. Classical Greek and Roman languages are not so easy to the Russian students. Even the fragmentary translation of the classical texts gives them a faceted information. In this field of students education one needs various special approaches to minimize the means omissions and lacunas within the reconstruction of history of ancient education.Difficulties and opportunities for compilers and readers to choose between traditional and digital sources upon the antique pedagogical heritage are designated with the examples of editions from 1897 till 2016.Anthologizing the history of classical Greek and Roman education proceeded from the biographical approach (famous persons as an icon of this or that epochs) to the chronological principle of the sources arrangement and through it to the critical and theme-oriented schemes with the analytical applications in the critical anthologies and various kinds of sources collected within the theme-oriented anthologies. In conclusion we speak about the main trends in changing the historical sources on education representation in digital era looking to the recent approaches on the sources arranging for teachers education in higher schools via web resources with the background of the Great Books and printed anthologies as the frames of the knowledge about the great thinkers and past practices in the history of education.

show abstract

Section: Resultsmentioning

confidence: 99%

Classical Antiquity Pedagogical Heritage In Anthologies And Source Books: Education’s Digital Content

Bezrogov¹,

Pichugina²

2017

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…5,27). Соответственно, учитывая назидательную функцию фигуры Эпаминонда, мы можем отметить педагогическую составляющую в «Греческой истории» Ксенофонта, который, в данном случае, мыслит в рамках полисной стратегии образовательного пространства античного города, наряду с концептом заботы о себе, выделенным в других произведениях автора исследователями Пичугиной и Безроговым (Pichugina, Bezrogov 2017).…”

unclassified

The Portrayal of the Thebans in the Works of Xenophon

Mozhajsky

2019

Schole

View full text Add to dashboard Cite

It is traditionally considered that Xenophon intentionally suppresses the image of the Theban commanders in his work “Hellenika”, where even Epaminondas - the winner of The Battle of Leuctra – is not mentioned by name. The suppression of the commanders is often explained by his disaffection towards the Thebans, because of his participance in The Battle of Coronea supporting Sparta against the Thebans. Furthermore, he lost his son Gryllus fighting the Thebans at Mantinea. At our point of view, this negative judgement of Xenophon’s view on Thebes and the Thebans is explained first of all by Athens’ traditional education, which created a negative literary tradition towards Thebes. The literary tradition was established long before Xenophon’s existence and continued after him. The tradition was established as response to the border conflicts between the Thebans and the Athenians, that continued during archaic and classical periods of the history of Greece. The anti-Theban literary tradition is also supported by evidence of material culture, namely the border system of defense. Studying these materials, allows us to conclude that at the time of Xenophon, in the first half of the 4th century BC, at a time when their oppositions escalated against each other, the Athenians and the Thebans literally observed each other over the fortress walls. With regard to Xenophon, his hatred against the Thebans is mostly visible in his work “Hellenika”. The main argument that Xenophon uses is retelling of Pelopidas’ speech that he gives at the court of the Persian king, where the first thing he mentions is the Thebans’ pro-Persian attitude. Epaminondas is mentioned in the “Hellenika” only in episodes of his career as a commander where he cannot achieve his goals or develop past success.

show abstract

Collaboration and Entrepreneurship Education: Requirements and Perspective

Magni

Mazzini

2018

Rethinking Entrepreneurial Human Capital

View full text Add to dashboard Cite

‘Fathers and sons’ in Xenophon’s teaching of the man taking care of himself

Cited by 3 publications

References 0 publications

Classical Antiquity Pedagogical Heritage In Anthologies And Source Books: Education’s Digital Content

Classical Antiquity Pedagogical Heritage In Anthologies And Source Books: Education’s Digital Content

The Portrayal of the Thebans in the Works of Xenophon

Collaboration and Entrepreneurship Education: Requirements and Perspective

Contact Info

Product

Resources

About