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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Corporal punishment was generally recognized as a necessity for children’s education in the ancient western world. This attitude was based on their view of education. They thought that the object of education was to hand down the hereditary intellectual traditions to next generation and that strict ‘gymnastic of mind’ was necessary for that. They were not considerate of children’s psychology or educational effectiveness. They thought that children were irrational and that in order to instruct them effectively, they should use strict punishment, not rational discourse.
But in reality teacher’s corporal punishment was restricted for several reasons. During the Roman Empire, public education which central or municipal governments would have supervised was not established and free paying system for teachers prevailed over public appointments of teachers which some municipal governments administered. Teachers competed with each other for securing of pupils. Their social and economical positions, therefore, grew worse in the later Roman empire.
From the level of grammar education, especially in rhetoric education, the pupils were almost from aristocratic families unlike the pupils of elementary schools. The parents of aristocratic families wanted their children to be treated with dignity in the classroom as honorable citizen in the future. In such a social environment teachers could not have punished their pupils according to their educational convictions.
But in reality teacher’s corporal punishment was restricted for several reasons. During the Roman Empire, public education which central or municipal governments would have supervised was not established and free paying system for teachers prevailed over public appointments of teachers which some municipal governments administered. Teachers competed with each other for securing of pupils. Their social and economical positions, therefore, grew worse in the later Roman empire.
From the level of grammar education, especially in rhetoric education, the pupils were almost from aristocratic families unlike the pupils of elementary schools. The parents of aristocratic families wanted their children to be treated with dignity in the classroom as honorable citizen in the future. In such a social environment teachers could not have punished their pupils according to their educational convictions.
목차
1. 서언
2. 체벌에 대한 견해와 실태
3. 체벌 문제와 로마 사회
4. 결어
참고문헌 (18)
참고문헌 신청
1. [단행본] - B. Hanawalt / 1993 / Growing up in Medieval London: The Experience of Childhood in History / Oxford : 84 ~
2. [단행본] - L. Stone / 1977 / he Family, Sex, and Marriage in England, 1500~1800 / Harmondsworth : 439 ~ 444
3. [단행본] - T. Morgan / 1998 / Literate Education in the Hellenistic and Roman Worlds / Cambridge : 22 ~ 46
4. [단행본] - H. I. Marrou / 1956 / A History of Education in Antiquity / The University of Wisconsin Press
5. [단행본] - S. F. Bonner / 1977 / Education in Ancient Rome from the elder Cato to the younger Pliny / University of California Press
2. [단행본] - L. Stone / 1977 / he Family, Sex, and Marriage in England, 1500~1800 / Harmondsworth : 439 ~ 444
3. [단행본] - T. Morgan / 1998 / Literate Education in the Hellenistic and Roman Worlds / Cambridge : 22 ~ 46
4. [단행본] - H. I. Marrou / 1956 / A History of Education in Antiquity / The University of Wisconsin Press
5. [단행본] - S. F. Bonner / 1977 / Education in Ancient Rome from the elder Cato to the younger Pliny / University of California Press
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UCI(KEPA) : I410-ECN-0101-2012-374-003694051