Forms of Disputation and Didactics: Examples from Philosophy Lessons at Westphalian Grammar Schools in the 17th and Early 18th Century
Forms of Disputation and Didactics: Examples from Philosophy Lessons at Westphalian Grammar Schools in the 17th and Early 18th Century
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争论和教学的形式：来自 17 世纪和 18 世纪初威斯特伐利亚文法学校哲学课的例子
DOI：
10.1163/9789004436206_020
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Hans-Ulrich Musolff
中科院分区：
文献类型：
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作者：
Stephanie Hellekamps;Hans-Ulrich Musolff
在近代早期，不仅在大学里，而且在文法学校的高年级也实行这种教育。复习的作用是确定教了什么，学生学了什么。在我们的研究这是在威斯特伐利亚语法学校举行的争论，我们集中在威斯特伐利亚和平（1648年）和第一个三分之一的18世纪期间。争论可以采取不同的形式。我们在这里将区分三种：（1）Theses nudae（简短的论文），（2）部分解释的论文，其中穿插了许多参考书目，以古代和现代的哲学和神学权威，（3）论文，其中展开他们的论点在任何细节。下面将探讨这些形式是否与不同的教学理念有关，以及教师如何在教学中理解自己。老师对亚里士多德或笛卡尔的哲学偏好是否影响了他的辩论形式和教学思想？我们将通过观察教师所使用的不同的教学模式来研究这个问题，我们将特别从他们喜欢的争论形式中推断出来。这些不同的教学模式可以描述如下：呼吁解释，直接指导，哲学沉思，密切的文本阅读。不管他们各自的哲学偏好如何，也不管他们的民族差异如何，使威斯特伐利亚各文法学校的教师团结在一起的是他们帮助学生对世界采取理性的、理论上知情的态度的愿望。在近代早期，不仅在大学，而且在文法学校的高年级也实行这种做法。复习的作用是确定教了什么，学生学了什么。一方面，它有助于praeses提高他的学术和教学形象之前，城市观众参加的争论，从而使学校有一定的声望。
Disputation was practised in the early-modern period not only at universities, but also in the senior classes of grammar schools. Disputation served to identify what had been taught and what the pupil had learned. In our study of disputations which were held at Westphalian grammar schools we focus on the period between the Peace of Westphalia (1648) and the first third of the 18th century. The disputation could take different forms. We will distinguish three here:(1) Theses nudae (short, concise theses),(2) partly explained theses which were interspersed with many bibliographical references to ancient and modern philosophical and theological authorities, and (3) essays which unfold their arguments in any detail. The following examines whether these forms are related to different didactic ideas and how a teacher understood himself philosophically. Did a philosophical preference for Aristotle or for Descartes on the part of the teacher influence his form of disputation and his didactic ideas? We will investigate this question by looking at the different didactic models of enactment used by teachers, which we will extrapolate in particular from the form of disputation that they favoured. These different didactic models can be described as follows: the call to explain, direct instruction, philosophical meditation, close textual reading. Regardless of their respective philosophical preferences, and regardless of their denominational differences, what united the teachers of the various Westphalian grammar schools was their desire to help their pupils assume a rational and theoretically informed attitude towards the world.Disputation was practised in the early-modern period not only at universities, but also in the senior classes of grammar schools. Disputation served to identify what had been taught and what the pupil had learned. On the one hand, it helped the praeses to raise his academic and didactic profile before the city audience attending the disputation, thereby giving the school a certain prestige.