지원사업
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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2005.11
- 수록면
- 109 - 128 (20page)
이용수
이 논문의 연구 히스토리 (2)
- 이 논문의 후속연구가 궁금하신가요?
- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
- 이 논문의 연구 히스토리 확인하기
초록· 키워드
오류제보하기
In classical Greece, the impulse to express oneself goes along with the institution and establishment of democratic polis. Even though the invention and spread of the alphabets in the 1500, B. C. brought forth quite early the shift in Greek culture from the vocal to the literal, Greek education in writing begins in the era of the Periclean democracy. As Greek tragedy is made possible by the blooming of the critical intelligence and individuation of the self in the fifth and forth centuries, so writing or expressing oneself in Greece is based on the concept of the substantial and autonomous self reflecting Athenian democratic ideals.
An Athenian youth starts his writing education at the age of 7, at first copying letters on his waxen tableau and expanding this process to syllables, to words, and to short sentences. After this initial process of mastering alphabets and syllables, the youth learns the loci classici under the guidance of the grammatikos, the grammarian. This grammatikos means the teacher of literature, philologos and critic, critikos at the same time. At this stage, however, the grammarian does not teach critical thinking and analysis of the given literature to the student. After the grammarian comes the rhetorician. Under the rhetorician the student learns the preparatory writing exercises called progymnasmata. This preparatory writing exercise does not require of the student his innovative imagination and creativity. Rather it puts great emphasis on lucidity, simplicity, provability and vividness of style, including the description of the agent, action, time, place, cause and mode of the action in question. Chreia, which distinguishes itself from proverbs and maxims in that it is a kind of proverb with its speaker known, is often appropriated for this writing exercise. After this writing education, Greek sophists take hold of the Athenian ephebes of the age of eighteen years old. Under the sophists the student learns for three or four years the composition of his speeches. Hereby we can conclude that the final goal of Greek education in writing is the free composition of speeches. To the Greeks, writing and speech are coexistent, and therefore critical reading and textual analysis precede the composition of a speech. This fact demonstrates the delicate balance of the Greeks between the individualistic self-expression and the public-oriented speech.
Roman education in writing imitates at large the Greek one. As in Greece, so in Rome rhetoric is the final goal and consummation of education in writing. In Rome explanatory reading of a text, or praelectio is a prerequisite for the student's stylistic exercise. The student develops his own style in the process of transliteration from Greek into latin, or latin into Greek in reverse, and prose into verse and vice versa. What is characteristic with Roman education in writing is the introduction of legal knowledge into writing and composition of a speech. So at the summit of Roman writing education are the political and forensic compositions, that is suasoria and controversae. Both Greek and Roman education in writing aim at the habitually free ability of self-expression as the foundation of the civil society. As Quintilian says, writing makes us speak more precisely while speech makes possible writings much more easier.
An Athenian youth starts his writing education at the age of 7, at first copying letters on his waxen tableau and expanding this process to syllables, to words, and to short sentences. After this initial process of mastering alphabets and syllables, the youth learns the loci classici under the guidance of the grammatikos, the grammarian. This grammatikos means the teacher of literature, philologos and critic, critikos at the same time. At this stage, however, the grammarian does not teach critical thinking and analysis of the given literature to the student. After the grammarian comes the rhetorician. Under the rhetorician the student learns the preparatory writing exercises called progymnasmata. This preparatory writing exercise does not require of the student his innovative imagination and creativity. Rather it puts great emphasis on lucidity, simplicity, provability and vividness of style, including the description of the agent, action, time, place, cause and mode of the action in question. Chreia, which distinguishes itself from proverbs and maxims in that it is a kind of proverb with its speaker known, is often appropriated for this writing exercise. After this writing education, Greek sophists take hold of the Athenian ephebes of the age of eighteen years old. Under the sophists the student learns for three or four years the composition of his speeches. Hereby we can conclude that the final goal of Greek education in writing is the free composition of speeches. To the Greeks, writing and speech are coexistent, and therefore critical reading and textual analysis precede the composition of a speech. This fact demonstrates the delicate balance of the Greeks between the individualistic self-expression and the public-oriented speech.
Roman education in writing imitates at large the Greek one. As in Greece, so in Rome rhetoric is the final goal and consummation of education in writing. In Rome explanatory reading of a text, or praelectio is a prerequisite for the student's stylistic exercise. The student develops his own style in the process of transliteration from Greek into latin, or latin into Greek in reverse, and prose into verse and vice versa. What is characteristic with Roman education in writing is the introduction of legal knowledge into writing and composition of a speech. So at the summit of Roman writing education are the political and forensic compositions, that is suasoria and controversae. Both Greek and Roman education in writing aim at the habitually free ability of self-expression as the foundation of the civil society. As Quintilian says, writing makes us speak more precisely while speech makes possible writings much more easier.
목차
등록된 정보가 없습니다.
참고문헌 (14)
참고문헌 신청
[학술지(정기간행물)] - Clark,Donald / 1977 / Rhetoric in Greco-Roman Education
[학술지(정기간행물)] - Colson / 1921 / 9 and the 'Chria' in Ancient Education : 150 ~ 54
[학술지(정기간행물)] - Considine / 1985 / The Indo-European Origin of Greek Menis 'Wrath' Transactions of the Philological Society 1985 : 144 ~ 70
[학술지(정기간행물)] - Havelock,Eric / 1967 / A Preface to Plato
[학술지(정기간행물)] - Hock / 1986 / The Chreia in Ancient Rhetoric
[학술지(정기간행물)] - Colson / 1921 / 9 and the 'Chria' in Ancient Education : 150 ~ 54
[학술지(정기간행물)] - Considine / 1985 / The Indo-European Origin of Greek Menis 'Wrath' Transactions of the Philological Society 1985 : 144 ~ 70
[학술지(정기간행물)] - Havelock,Eric / 1967 / A Preface to Plato
[학술지(정기간행물)] - Hock / 1986 / The Chreia in Ancient Rhetoric
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
국어교육 내용으로서 쓰기 지식 에 대한 비판적 고찰 : 쓰기 이론의 흐름과 쓰기 과정에 대한 지식을 중심으로
국어교육연구
2014 .10
-
Writing with Two Languages : The Role of L1 Inner Speech in L2 Writing
응용언어학
2002 .06
-
대학 글쓰기 교육을 위한 예비적 고찰
어문연구
2007 .01
-
대학 글쓰기에서 자료 읽기와 쓰기 교육의 통합 방향성 모색
국어국문학
2008 .09
-
A STUDY ON THE THOUGHT OF EARLY GREEK
코기토
1969 .11
-
자기 성찰적 글쓰기 방안 모색 연구 : 자기 소개서 쓰기 지도를 중심으로
어문학
2014 .09
-
대학생의 글쓰기 실태조사와 효율적인 지도방안 연구
국어교육연구
2006 .08
-
연암 박지원의 글쓰기 과정 考
온지논총
2011 .01
-
외국어 읽기-기반 쓰기가 쓰기능력 향상에 주는 연구사례 분석 및 제언
영어영문학연구
2016 .01
-
대학 글쓰기에서 ‘자기 서사 쓰기’의 교육방법 연구
어문론집
2012 .06
-
쓰기 어려움을 나타내는 용어들에 대한 고찰
어문론집
2019 .12
-
Effects of Pre-writing in L1 and L2 on Narrative Writing of 6 Korean College Students
언어과학연구
2009 .03
-
대학에서의 글쓰기 교육의 목표와 지도 방법
이중언어학
2005 .01
-
쓰기활동의 유형분석 및 학습자의 태도 분석 : 중학교 2학년 한국, 일본 교과서 분석을 중심으로
영어학
2008 .06
-
Goals for L2 Writing Development in Literature-Reading-Writing Tasks : Activity Theory Analysis
응용언어학
2018 .09
-
글쓰기와 논술
현대유럽철학연구
2008 .01
-
예비교사를 위한 과정중심 영어 글쓰기 지도 모형 개발 및 적용 효과
영어학
2020 .03
-
초등영어 교육에 적용한 장르중심적 쓰기 활동에 대한 연구
영어영문학연구
2008 .01
-
내용 중심 쓰기 교육에 대한 일고찰
국어교육연구
2012 .02
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2012-705-003608107