Hypothekai: Journal of the History of Ancient Pedagogical culture
ISSN: 2587- 7127
ISSN: 2587- 7127
A journal on the history of ancient pedagogical culture is a peer-reviewed international academic journal established in September 2017. The “Hypothekai” journal publishes research materials on the study, preservation and popularization of ancient pedagogical culture in its historical dynamics. Throughout its pages, within the framework of the themes identified, a wide range of topical issues of the formation of ancient education and the development of ancient educational practices in different historical periods are considered. The journal is published yearly. The languages are Russian and English. The journal’s founder is its editor.
“Hypothekai” is an open access journal. All articles are made freely available to readers immediately upon publication. Our open access policy is in accordance with Chapter 70 “Copyright Law” of the Russian Civil Code and the Budapest Open Access Initiative (BOAI) definition - it means that articles have free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. Full-text versions of articles are available for reading and non-commercial distribution under the international license "Attribution - Non-commercial use 4.0" (Creative Commons Attibution 4.0).
The information about all the articles published is archived in Russian Electronic Scientific Library and “CyberLeninka” Electronic Scientific Library. The direct URL to the journal issues and article metadata (title, author, keywords, abstracts, etc.). The articles’ full texts are stored on the journal’s server and can be accessed through this page.
The title of this collection is Hypothêkai – a polysemantic word (“instructions”, “advice”, “precepts”), which should not mislead the reader: they will not be taught by the ancient texts or tired by some clever advice. This title was suggested by Brett M. Rogers, a specialist in ancient pedagogy and lecturer at the University of Puget Sound, whose knowledge of ancient texts is leagues ahead of mine. I would like to express my deep gratitude to him for this idea as well as for our scientific discussions, during one of which he pointed to the fragments of the precepts of the centaur Kheiron “Hypothêkai of Kheiron” (“Precepts of Kheiron”) often ascribed to Hesiod. According to the legend, that lost poem of collected wisdom was passed to humans by the centaur Kheiron, the famous mentor of Achilles. The collection title just alludes to that lost work, inviting to a deep study of ancient texts. I wish to express a heartfelt gratitude to my colleague, Professor Vitaliy G. Bezrogov for his support and his inspirational insistence on the highest academic standards.
Issue 1. Mark Tullius Cicero’s concept of education through culture.The theme of the first issue is Mark Tullius Cicero’s concept of education through culture. Numerous sources reflecting Cicero’s life and career allow us to conclude that the general view of the Roman pedagogy formed in posterity is largely due to Cicero. Cicero’s vision of the educational ideal and the ways to achieve it were associated with the aspiration to “cultivate the soul” (“cultura animi”) and formed the basis for the Western pedagogical tradition of "educating through culture," thus defining the phrase "humane pedagogy" for many centuries ahead. Cicero understood education through culture not only as a kind of educational achievement, but also as a set of thinking and behavioral strategies developed by the mentor in the pupil, which will allow the latter to carry out educational design of himself in the future.Despite the considerable amount of general and special works devoted to various aspects of Cicero's heritage, the question of whom he wrote them for and what he wanted to achieve by resorting to the form of presentation with a special arrangement of semantic emphasis is still open. Regardless of whom he was directly addressing (a friend, a companion, a representative of a particular philosophical school, the senate, the court or Roman people), Cicero often clothed his arguments in the form of precepts. He outlined ways and means not to lose, but to find oneself through education relevant to human nature, his humanitas. In all subsequent epochs, this kind of pedagogical reflection has been historically specific, but it has not lost its connection with the meaning found in Cicero’s writings. Identifying the heuristic and methodological potential of Cicero's heritage requires an interdisciplinary evaluation of that peculiar kind of dialogue which Cicero initiated with the ancient Greek tradition of intellectual and political education. The authors of this issue invite the reader not only to follow the logic of the formation, development and practical embodiment of Cicero’s educational ideal and its further manifestation in other epochs and cultures, but also to rethink some fundamental educational ideas in the history of pedagogical culture.The issue presents the results of scientific research activities of researchers and teachers of higher and secondary educational institutions from Volgograd, Kaluga, Kamyshin, Moscow, Rostov-on-Don, Saratov, St. Petersburg, and two universities of USA. The first issue is available in libraries receiving a compulsory copy through the Russian book chamber, as well as in the Volgograd Regional Universal Scientific Library named after Maxim Gorky.
Preface (.pdf*)
Contents of the first issue (.pdf*)Section 1. Mark Tullius Cicero on the education of decent
Greek Household Academies of the Roman Intellectual: the Pedagogical Dimension of Cicero's Letters (Victoria K. Pichugina) DOI:10.32880/2587-7127-2017-1-1-9-32
The image of an ideal speaker in Cicero (Tatyana A. Bobrovnikova) DOI:10.32880/2587-7127-2017-1-1-33-43
The subject of education of a citizen in the works of Cicero (Yana Volkova) DOI:10.32880/2587-7127-2017-1-1-44-58
Self-education of poetry and theater in the works of Cicero (Victoria K. Pichugina, K.Vorobyeva) DOI:10.32880/2587-7127-2017-1-1-59-76
Section 2. The cultured concept of Cicero
The nature of gods and the nature of people: the function of the ideal in the ethical-semantic program of ancient culture (L.Aksenovskaya) DOI:10.32880/2587-7127-2017-1-1-77-105
Place and role of the Hellenistic culture in the humanitarian concept of Cicero (V. Nikishin ) DOI:10.32880/2587-7127-2017-1-1-106-128
Ecophilosophical concept of education of Mark Tullius Cicero (E. Kozlovtseva) DOI:10.32880/2587-7127-2017-1-1-129-142
Education of the military and political leader in the ancient Greek and Roman realities: versions of Xenophon and Cicero (M.Vetoshkina) DOI:10.32880/2587-7127-2017-1-1-143-161
Section 3. Reception of pedagogical ideas of Cicero by subsequent epochs and cultures
Antique apprenticeship in the understanding of Cicero and his Christian interpreters (V.Bezrogov) DOI:10.32880/2587-7127-2017-1-1-162-190
Cicero's Treatise on Obligations and the Problem of its Reception in the Pedagogical Heritage of the XVI Century (M.Polyakova) DOI:10.32880/2587-7127-2017-1-1-191-205
To the problem of thinking and speech (on the example of the text of Cicero "On the Orator") (A.Bermus) DOI:10.32880/2587-7127-2017-1-1-206-229
Translations of contemporary research
J. Jackson Barlow. Education policy in the work of Cicero “On the State” (translated by N.Lazareva, V. Pichugina) DOI:10.32880/2587-7127-2017-1-1-231-256
Walter J. Nikgorski. Cicero on education: humanizing sciences (trans. Yana Volkova, V.K. Pichugina) DOI:10.32880/2587-7127-2017-1-1-258-280
List of contributors (.pdf*)Issue 2. Teaching through the theater and in the theater: ancient pedagogy of the stage.
Ancient culture was marked by a love for theatrical performances which always found their audience and exerted educational influence on them through their scale, rituality, and the very opportunity to express oneself in public. For the first time in the history of pedagogy, in the works of ancient thinkers living in different periods of ancient history, it is emphasized that the theater was a school for adults and adolescents, where the audience were taught the correct understanding of events through the demonstration of the approved patterns of thinking and behavior. The works of ancient playwrights of different periods are not only a reflection of the poets’ critical views on the contemporary educational system, but they also represent attempts to visualize ideal educational practices. The second issue is available in libraries receiving a compulsory copy through the Russian book chamber, as well as in The Blegen Library of the American School of Classical Studies at Athens (54 Souidias Street, GR-106 76, Athens, Greece), The library of the Athens Department of the Deutsches Archäogisches Institut (Fidiou 1, 10678, Athens, Greece), The library of French School at Athens (École française d’Athènes) (6 Didotou Street, 10680 Athens, Greece), The library of the Rome Department of the Deutsches Archäogisches Institut (Via Valadier 37, 00193 Rom), The library at the Head Office of the Deutsches Archäologisches Institut (Bibliothek der Zentrale, Berlin Podbielskiallee, 69-71, 14195 Berlin, Deutschland), University Library of Humboldt-Universität zu Berlin (Unter den Linden, D - 10099 Berlin), University Library of Freie Universitat Berlin (Kaiserswerther Str. 16-18, 14195 Berlin), University Library of Free University of Bozen-Bolzano (Piazza Università, 1, 39100 Bolzano BZ), The library of Kozma Minin Nizhny Novgorod State Pedagogical University, The library of Lobachevsky University, The library of Moscow Pedagogical State University, the Volgograd Regional Universal Scientific Library named after Maxim Gorky .(Preface) (.pdf*)
Contents of the second issue (.pdf*)
Section 1. Theater as a School for the Mature and Maturing
What did Sophocles’ “Dilogy” about Oedipus teach? (Igor E. Surikov) DOI:10.32880/2587-7127-2018-2-2-17-33
Pedagogical Dreams of the Past in the Tragedies by Aeschylus, Euripides and Sophocles about Eteocles and Polyneices: Paradoxes of Brotherly Hatred (Victoria K. Pichugina) DOI:10.32880/2587-7127-2018-2-2-34-53
An exemplum Play by Plautus (Tatyana A. Bobrovnikova) DOI:10.32880/2587-7127-2018-2-2-54-63
The Pedagogical Attraction of Terentian Dramaturgy (Sophia Papaioannou). DOI:10.32880/2587-7127-2018-2-2-64-78
Section 2. Ancient Upbringing by Theatrical Performances in the Perspective of Acheology, Philosopy, Philology and History of Pedagogy
The rivers and the gates of Thebes in the tragedies of Aeschylus, Sophocles and Euripides, as the educational landscape of the city (Andrej Yu. Mozhajsky) DOI:10.32880/2587-7127-2018-2-2-79-96
The Theatre of Chaeronea and Rectilinear Koila (Marco Germani) DOI:10.32880/2587-7127-2018-2-2-97-105
Dionysus Chooses Aeschylus (Larisa B. Poplavskaya) DOI:10.32880/2587-7127-2018-2-2-106-130
Helen of Troy in Euripides’ Tragedies (Konstantin I. Dugar, Alexander A. Sanzhenakov) DOI:10.32880/2587-7127-2018-2-2-131-142
Symposium as a Theater. The Mise en Scène of “The Sarurnalia” (Maya S. Petrova) DOI:10.32880/2587-7127-2018-2-2-143-162
Section 3. The Multifaceted Nature of the Ancient Theatre: Retrospective and Prospective Approaches
Pedagogy of the Scene and Theatricalization of the School: Two Sides of the Educational Process (Maria A. Polyakova) DOI:10.32880/2587-7127-2018-2-2-163-173
Classical Theater and Christian School: the Theater of the German Humanists in the 15-16th Centuries (Zinaida A. Lurie) DOI:10.32880/2587-7127-2018-2-2-174-183
The Image of Antique Philosopher Diogenes in John Amos Comenius' Play for XVII Century School Theatre (Svetlana M. Mashevskaya) DOI:10.32880/2587-7127-2018-2-2-184-201
Translated articles
Morgan T. J. Literate Education in Classical Athens (transl. into Russian by Victoria K. Pichugina) DOI:10.32880/2587-7127-2018-2-2-204-229
Cribiore R. The Grammarian's Choice: the Popularity of Euripides' Phoenissae in Hellenistic and Roman Education (transl. into Russian by Victoria K. Pichugina) DOI:10.32880/2587-7127-2018-2-2-231-250
Wiles D. Education for Citizenship: the Uses of Antigone (transl. into Russian by Yana A. Volkova) DOI:10.32880/2587-7127-2018-2-2-252-259
Toliver H.M. The Terentian Doctrine of Education (transl. into Russian by Yana A. Volkova, Victoria K. Pichugina) DOI:10.32880/2587-7127-2018-2-2-261-273
List of contributors (.pdf*)Issue 3. Education in Late Antiquity.The period of Late Antiquity was a time of rapid transformation of all spheres of social life, the emergence of new and the development of old cultural and religious traditions. In the era of the decline of the Roman Empire the traditions of ancient education experienced their last floutish, marked by activities of such outstanding mentors as Libanius and Choricius, Marius Victorinus and Themistius, Ausonius Hymerius, the functioning of such important educational centers as the schools Athens, Alexandria, Gaza, Burdigala, Beritus. We dedicate the third issue of "Hypothekai" to the studies of a wide range of factors that provided this socio-cultural phenomenon and the interaction of old and new elements of the education life of the Mediterranean world III - VII centuries.
