Abstract:

One of the peculiarities of the current stage of society development is given by the special place of the critical thinking, which is felt in the educational field especially due to the discussion of some issues related to the fundamental pedagogical concepts. In this context, one may consider that the analysis of the position and role of the religious values in the axiological structure of the contemporary education is normal and necessary for the philosophy of education, curriculum and teaching issues. This article aims to provide the contemporary education with some guidelines concerning the decisive stages of education development in Late Antiquity, and also a number of exemplary models of thought and formal organization of schools in Christian areas. We believe that our approach is necessary for the current European educational context, where the educational policies of the community space are looking for a better harmonization.

In the first part, the article makes a context analysis concerning the emergence of Christian education in the ancient world, defined by the extremely low concern of the management structures for educating people with a modest social status. The terms “school” and “education” are extended from the classical meaning of informing and forming in an official environment to the education for every stage of life, a concept that Comenius subsequently adopted and developed by formulating the pansophic model.

The article also presents the appearance of Christian schools, a remarkable event for the antiquity, given not only their existence in a hostile environment, supported by the imperial Roman leadership, but also the educational and editorial results recorded in a very short time. The first school of this type was established in Alexandria, a major cultural city that facilitated the formation of exceptional teachers and supported the emergence of some writings that are still relevant for education. The success model of this school has been replicated in different places and social contexts, leading to the emergence of educational centers in Jerusalem, Antioch, Caesarea, Milan or Rome.

Especially after Emperor Charlemagne activity, the emergence in Europe of the schools supported by religious personalities can be attributed to the experience provided by the first Christian schools.

Moreover, the paper presents a set of educational concepts proposed by the prominent representatives of Christian education between the 2nd and 4th centuries, in order to highlight the basic pedagogical concepts that led to the success of education in the Christian schools of antiquity. Although the educational terminology has subsequently been modified, it is remarkable how the mentioned authors have proposed models of understanding and usage of some educational principles, teaching methods or even teaching means.

Keywords:

Late Antiquity, Christianity, education, schools, pedagogical models.