The Language and Philosophy of Education

Belgrade,
March 20 – 22,
2019
—
Faculty
of Philosophy,
University
of Belgrade

BOOK OF ABSTRACTS
PAIDEIA:
THE LANGUAGE
AND PHILOSOPHY
OF EDUCATION
Belgrade, March 20–22, 2019
Faculty of Philosophy,
University of Belgrade

BOOK OF
ABSTRACTS
Organizers
Faculty of Philosophy, University of Belgrade
Center for the Promotion of Science, Belgrade
University Library ‘Svetozar Marković’, Belgrade

Programme Committee
Daniel Marković (Cincinnati), Vessela Valiavitcharska
(Maryland), Elena Zheltova (St. Petersburg), Violeta
Gerjikova (Sofia), Svetlana Kočovska-Stevoviḱ (Skopje),
Marcela Andoková (Bratislava), Georgios Chatzelis
(Thessaloniki), Živan Lazović (Belgrade), Aleksandar
Jerkov (Belgrade), Jelena Erdeljan (Belgrade), Boris
Pendelj (Belgrade), Slobodan Perović (Belgrade), Sandra
Šćepanović (Belgrade), Marko Krstić (Belgrade)

Organizing Committee
Ljiljana Radenović, Dragana Dimitrijević, Il Akkad

Assistants of the Organizing Committee

Vedrana Marlog, Jovana Jovanović, Dimitrija Rašljić
THE 2019 CONFERENCE PAIDEIA:
THE LANGUAGE AND PHILOSOPHY OF EDUCATION

After the success of the workshop ‘Pathe: The Language

and Philosophy of Emotions’, held at the University Libra­
ry ’Svetozar Marković’ in Belgrade on March 16-17, 2017,
we thought that it would be fruitful to continue a dia-
logue on the most important questions in the humanities
and science. Taking the Greek concept of paideia as a pre-
cursor of modern notions of education, our 2019 confer-
ence (March 20-22, Belgrade) will be devoted to educa-
tional discourse in antiquity and beyond.
The institution of education is widely recognized as one
of the most conservative forces in any society. Neverthe-
less, educational discourse is often a discourse of change
and transformation. In order to better understand this
paradox and the underlying patterns of thought behind
education as an ancient and modern social practice, schol-
ars from eight countries from different sides of the world
will gather to examine the language and philosophy of
education in various disciplines and contexts.
Table of Contents

Il Akkad, University of Belgrade

Learning the Literary Language in the Greek World . . . . . 9
Marcela Andoková, Comenius University in Bratislava
The Reflection upon Language Teaching Methods
in the Roman Empire from Quintilian to Augustine . . . . . 10
Nevena Buđevac, University of Belgrade
On the Importance of Being a Reflective Teacher . . . . . . . . 11
Georgios Chatzelis, Thessaloniki
‘Military Education’ in Byzantium: The Preparation
of the Byzantine Military Aristocracy for
the Challenges of War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Irina Deretić, University of Belgrade
Why Should Girls be Given the Same Education as Boys?
Plato’s Account of Gender Equality in Education . . . . . . . . 13
Dragana Dimitrijević, University of Belgrade
Framing the Past: Cicero’s Educational Exempla or
Pieces of His Unwritten History? . . . . . . . . . . . . . . . . . . . . . . 14
Dejan Dželebdžić, University of Belgrade
Teaching Methods of Michael Psellos . . . . . . . . . . . . . . . . . . 15
Ana Elaković-Nenadović, University of Belgrade
The Application of Traditional Rhetorical Theory
in Modern Language Education . . . . . . . . . . . . . . . . . . . . . . . 16
Violeta Gerjikova, Sofia University ‘St. Kliment Ohridski’
Isocrates on Culture and Education . . . . . . . . . . . . . . . . . . . . 17
Svetlana Kočovska-Stevoviḱ,
Ss. Cyril and Methodius University in Skopje
Roman Paideia: Scholastici in the Early
Imperial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Sergej Macura, University of Belgrade
Limitations of the Eugenic State: Huxley’s Satire
on a Totalitarian Paideia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Elia Marinova, Sofia University ’St. Kliment Ohridski’
The Educational Value of Hesiod’s Works and
Days in the Modern Times (XV–XVII c.) . . . . . . . . . . . . . . . . 20
Vladimir Marko, Comenius University in Bratislava
Some Ancient Arguments Based on
Conditional Promise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Daniel Marković, University of Cincinnati
Φιλοσοφητέον: Promoting New Education . . . . . . . . . . . . 22
Hildegund Müller, University of Notre Dame
Changing Concepts of Paideia in Late Antiquity . . . . . . . . 23
Nevena Panova, Sofia University ’St. Kliment Ohridski’
Paideia through Poetry in Ancient Athens . . . . . . . . . . . . . . 24
Marija Pavlović, University of Belgrade
How to Respond to Children’s Work of Art? . . . . . . . . . . . . 25
Dušan Popović, University of Belgrade
The Role of Heliodorus’s Novel in the French Literary
Education of a Scottish Queen . . . . . . . . . . . . . . . . . . . . . . . . . 26
Duško Prelević, University of Belgrade
Kant on Philosophical Education in
the Age of Critique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Ljiljana Radenović, University of Belgrade
The Practice of Reading and Writing, the Care of
the Soul, and Basic Psychological Needs:
A Lesson from Petrarch’s Familiar Letters . . . . . . . . . . . . . . 28
Uroš Rajčević, Belgrade
Practicality, Prestige and Piety
in Late Roman Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Melina Rokai, University of Belgrade
Languages and Ideas of Education of Aristocratic Women
in the Early Modern Period as the Catalyst of Change . . . . 30
Bianca-Jeanette Schröder, LMU Munich
Magnus Felix Ennodius (A.D. 473/4-521)
on Grammar and Faith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Yoana Sirakova, Sofia University ’St. Kliment Ohridski’
Dimitar Iliev, Sofia University ’St. Kliment Ohridski’
Paideia in Digital Era: Linguistic Modelling, Text
Alignment and Text Mining in Classical Education . . . . . . 32
Darko Todorović, University of Belgrade
Aristotle’s Mimesis as a Pedagogical Means
(Poet. 1448b7–8) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Vessela Valiavitcharska, University of Maryland
Transformation in Rhetorical Education between
the Seventh and the Tenth Centuries in Byzantium . . . . . . 34
Elena Zheltova, St. Petersburg State University
Education as a Revelation or Inheritance
in Antiquity and Beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
 BOOK OF ABSTRACTS

Il Akkad
University of Belgrade

Learning the Literary Language in the Greek World

There is a long-standing consensus that since the early

centuries of our era, the Greek language was sharply di-
vided into a colloquial idiom and an archaizing literary
language, reserved for use in the works of high literature,
while the former, in its various registers, was the vehicle
of everyday communication. But how was this literary
language taught and were the available tools sufficient in
order to acquire it? Finally, in what sort of language was
it taught? I will attempt to re-evaluate the available evi-
dence and answer the questions posed above.

9
 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Marcela Andoková
Comenius University in Bratislava

The Reflection upon Language Teaching Methods

in the Roman Empire from Quintilian to Augustine

Although Roman aristocrats monopolized formal educa-

tion in Greek, lower classes in Rome did not solely speak
Latin. On the contrary, bilingualism flourished in the city
during the late Republic and Principate, and Greek was
used both in private and public spheres.
In the first century AD, Quintilian in his Institutio Oratoria
recommends to start learning Greek as the first language
at an early age. Moreover, he points out that teaching
methods are often inappropriate due to the huge practice
of physical punishments. After Quintilian, several au-
thors commented on the peculiarities of the bilingual ed-
ucation at Rome, however, none of them contributed
much to changing that situation. It is only in Late Antiq-
uity where we find some testimonies of a new approach
towards teaching methods with special regard to teaching
languages. In this respect I would like to present some
important ideas of two great critics of a traditional Roman
school system of the time: St. Jerome and St. Augustine.
In Jerome’s correspondence, a particular place is occu-
pied by letters written to the parents of children dedicated
to God. Among these Letters 107 and 128 stand out. There
Jerome proposes his educational programme based on
the understanding of child’s mentality and needs. For Au-
gustine it is also important to constantly reflect upon edu-
cation. In his Confessiones or De civitate Dei, he reveals un-
suitable character of contemporary teaching methods,
emphasizing that only spontaneous and natural learning
is the beginning of a complex development of each indi-
vidual.

10
 BOOK OF ABSTRACTS

Nevena Buđevac
University of Belgrade

On the Importance of Being a Reflective Teacher

Being a reflective teacher means to be committed to per-

sistent and careful reconsidering of your own profession-
al actions in the light of your knowledge and beliefs, tak-
ing into account not only professional, but also personal
and implicit theories about teaching and learning. Al-
though future teachers attend many courses during their
initial education closely related to their future practice,
research shows that in their professional work they most-
ly rely on their own implicit theories connected to the
meaning of being a good teacher and on their own experi-
ences. The position we take in this paper does not state
that we should put these personal theories and experi-
ences aside, especially taking into account that there is no
such course that can by itself create a good teacher. Hav-
ing that in mind, we argue that becoming a good teacher
is a process of becoming aware of your own professional
and personal experience and becoming able to transform
these experiences into practical knowledge that will serve
as a basis of your everyday work in the classroom. How-
ever, the analysis of curricula for future teachers in Serbia
(kindergarten teachers, classroom teachers and subject
teachers) shows that during their initial education they
are not taught about the concept of reflectivity, techniques
of reflection and about the importance of being reflective.
Even if teachers mostly declare that it is important to be
reflective, targeted reconsidering of experience on the
regular basis is not the part of their professional compe-
tences and activities.

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 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Georgios Chatzelis
Thessaloniki

‘Military Education’ in Byzantium:

The Preparation of the Byzantine Military Aristocracy
for the Challenges of War

In the Byzantine Empire there was no military academy

as such to train officers for the challenges of war. Yet there
is evidence to support that the military aristocracy had an
ideal which involved a ‘military education’. This paper
will explore this ideal and it will also reflect on the impact
of literary texts, Classical, Byzantine and religious, on this
form of education.

12
 BOOK OF ABSTRACTS

Irina Deretić
University of Belgrade

Why Should Girls be Given the Same Education

as Boys? Plato’s Account of Gender Equality
in Education

Plato supports the assumption that girls ought to have the

same education as boys by two arguments which I will
critically discuss. The first one seems to suggest that gen-
der inequality in education depends on nomos, rather than
on physis. The fact that it is against custom for girls or
women in general to use weapons does not prove that
they cannot and should not be trained how to use them.
Likewise, we made our left and right hand different by
“habitually using them in a wrong way” (Lg.794e), al-
though they are in natural ability equal. The second, more
familiar argument for gender equality in education, runs
as follows: if the welfare of the entire society is an aim of
education, then the entire population—and not just half
of it—should be educated. I will discuss in detail the kinds
of training Plato holds ought to be applied to both gen-
ders. Finally, I will explain the social and political impacts
of gender equality in education in Plato’s “second best
state” as it is described in his Laws.

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 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Dragana Dimitrijević
University of Belgrade

Framing the Past: Cicero’s Educational Exempla or

Pieces of His Unwritten History?

Previous scholarship has already explored the use of his-

torical exempla in Cicero’s writings, mostly in his orations
and philosophical works, considering them as a strong
argumentative device and/or a kind of reflection of Cice-
ro’s role models. In the same time these pursuits usually
underestimate an important aspect of Cicero’s use of ex-
empla, its educational dimension. It has been known that
Cicero’s works circulated widely among the Roman elite
and some of them became handbooks for civic responsi-
bility and leadership. Although Cicero’s great concern for
the ethical development of young Romans reveals itself
most consistently in his philosophical writings, it should
not be neglected in his other works as well. This paper
aims to investigate Cicero’s use of exempla as a part of
moral framework he wanted to pass on to future genera-
tions, exploring a variety of genres and contexts. More-
over, it addresses the question whether these exempla
could also be viewed as pieces of Cicero’s larger unfin-
ished project, his unwritten history.

14
 BOOK OF ABSTRACTS

Dejan Dželebdžić
University of Belgrade

Teaching Methods of Michael Psellos

Michael Psellos, one of the most learnt Byzantines of all

time, as modern scholars usually refer to him, often com-
plained about the quality of the schools he had attended
in his youth, in respect both of their program and the
competences of teachers. Later, he became a famous pro-
fessor whose lectures attended many students who came
to the capital from all parts of the Byzantine Empire and
even from abroad. Numerous Psellos’ didactic writings
addressed to his students show that his lectures cover an
impressive range of themes (Greek philosophy, Christian
theology, philology, Roman law, history, as well as natu-
ral science etc.) and give the impression that he himself
was a devoted professor. I believe that these interesting
opuscula also reveal something of the atmosphere from
Psellos’ lectures and give a hint about his teaching meth-
ods, which I would try to examine in this paper.

15
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Ana Elaković-Nenadović
University of Belgrade

The Application of Traditional Rhetorical Theory

in Modern Language Education

In this paper we shall discuss the possibilities of applica-

tion of the traditional rhetorical theory and strategies to
modern concept of linguistic education. Bearing in mind
that communicative teaching method is very represented
in today’s language teaching, we shall analyse the role of
possible rhetorical instruments in achieving the commu-
nicative competences as well as the improvement of qual-
ity and successfulness of educational process. The mod-
ern pedagogical theories stress the motivation as a one of
the key tasks of contemporary education, so we should
try to answer what the traditional rhetorical resources are
needed for achieving this very important didactical goal,
especially in the field of extrinsic motivation. We should
treat this forementioned problems through the didactic
triad – that is through relationship between teacher, stu-
dent and content (language) which would be based on
correlation of classical rhetoric postulates to the princi-
ples of modern glotodidactics. Finally, we should not ob-
serve the implementation of rhetoric in educational pro-
cess only through its role to empower the linguistic skills,
but also in expressing of someone’s opinions, ideas, argu-
mentation and lively sense of communication, which had
been the real values of classical paideia.

16
 BOOK OF ABSTRACTS

Violeta Gerjikova
Sofia University ‘St. Kliment Ohridski’

Isocrates on Culture and Education

Isocrates is relatively unknown nowadays (as compared

to philosophers such as Plato and Aristotle), but that
should not mislead us as to the real picture of the “educa-
tion market” in Greece in the 4th century BC. Isocrates’s
school of oratory comes to be recognized as the most pop-
ular educational institution of its time as it played a deci-
sive role in shaping the cultural tradition of antiquity and
set a major example for Hellenistic Greece and Rome. His
ambition to offer the best higher education got him in-
volved in a dispute with more and less prominent rivals
and it is this dispute that turns out to be quite beneficial to
reflection upon education. The paper gives an account of
the type of training offered by the rhetorician, the argu-
mentation he uses to defend it and the personal qualities
he wants his disciples to acquire.

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Svetlana Kočovska-Stevoviḱ
Ss. Cyril and Methodius University in Skopje

Roman Paideia: Scholastici in the Early Imperial Period

The aim of this paper is to shed light on the role of scholas-

tici in the educational system of the early Roman Empire.
The widespread use of the term in the elder Seneca’s rhe-
torical works suggests that people who were identified as
scholastici played an important role in the educational sys-
tem and in the public life of the Elder Seneca’s time. In
Oxford Latin Dictionary, the entry for this Latinized form
of the Greek adjective σχολαστικός, contains the follow-
ing explanation: of or appropriate to a school of rhetoric, and,
when it is used as a substantive - one who attends a school of
rhetoric (as student or teacher), one who studies, a scholar
(OLD, 1702). In Lewis and Short’s Latin Dictionary, scholas-
ticus is explained in a similar way: ‘of or belonging to a
school’, ‘scholastic’; as a substantive: one who teaches or
studies rhetoric, a lecturer in the schools, a rhetorician, a man of
learning, a scholar; and, as a term of reproach: a pedant
(Lewis & Short, 1641). These explanations give us only a
glimpse into the context within which the word scholasti-
cus was used and they do not allow us to understand
clearly who were the scholastici. Were they students or
teachers of rhetoric? What did they exactly do and how
did they do it? We will try to answer these questions by
analyzing the use of the term in the writings of the elder
Seneca and of his near-contemporaries - Petronius Arbi-
ter, Tacitus and Pliny the Elder.

18
 BOOK OF ABSTRACTS

Sergej Macura
University of Belgrade

Limitations of the Eugenic State: Huxley’s Satire

on a Totalitarian Paideia

Aldous Huxley’s dystopian satire Brave New World engag-

es in an intertextual dialogue with a number of philo-
sophical works which take education and upbringing as
their primary concern – we may claim that it brings Pla-
to’s views on overall philosophical education to a satiric
extreme with its immanent five-tier structure of geneti-
cally engineered socio-biological castes, but apart from
the Republic, it also forms a web of connections with other
treatises centred around controlled society as the funda-
mental idea. One of them is Helvetius’ work On the Mind
(De l’Esprit, 1758), which expresses an unbounded faith in
education’s omnipotence and the multiplication of abili-
ties and virtues under the auspices of lawgivers who have
eliminated coincidence from their system. Without free
will, the individuals are subjected to a dubious mecha-
nised process of producing various levels of intelligence,
with an utter disregard for the hardly definable concept
of genius; Huxley satirises the controlled experiment on
Cyprus, where an all-Alpha society ended up in an oblit-
erating war, thus demanding the inclusion of lower castes,
happy to oblige the rulers. The sensationalist doctrine
that man responds only to exterior stimuli is further
stressed in Pavlov’s doctrine and similar forms of behav-
iourist theory, but Huxley also rebuts H.G. Wells’s erro-
neous idealist view that in an ideal society, all individuals
will make full use of their powers and perform both high-
brow and lowbrow tasks alike. Drawing on implicit
norms of education ranging from machine-based preg-
nancy and intelligence stratification to adult orgies con-
sidered as festivities, the paper sheds light on Huxley’s
insistence on the impossibility of a full personality forma-
tion within a totalitarian eugenic system, and points to
the beneficent, but suppressed modes of meaningful, hu-
mane interaction.

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Elia Marinova
Sofia University ’St. Kliment Ohridski’

The Educational Value of Hesiod’s Works and

Days in the Modern Times (XV–XVII c.)

Throughout the Antiquity Hesiod’s Works and Days were

mainly associated with the useful (or didactic poetry) and
the corresponding measured style. Commentators like
Proclus referred to the text as παιδευτικός, in opposite to
the inspired poetry of the Theogony. After the rediscovery
of the poem in the XV c. the humanists resumed the ap-
praisal of the educative nature and the moral message of
the poem which contributed to the paideia of the young by
teaching them virtue and improving their character. Hes-
iod’s poem found a special place in universities of the
Reformation, since mastery of Greek was thought to be
the key to fully understanding the Scriptures. Works and
Days were believed to embrace human life in any econom-
ic, ethical or philosophical aspect, as well as the whole
theory of rhetorics. There were other voices, however,
proclaiming the symbolical nature and the hidden mes-
sage of the poem, like Daniel Heinsius’ commentary
founded on the distinction of paideia and melopoiia. This
paper aims at presenting the different ways in which the
poem was exploited in the 15th to 17th c. and the polemics
about its useful or inspired nature.

20
 BOOK OF ABSTRACTS

Vladimir Marko
Comenius University in Bratislava

Some Ancient Arguments Based on

Conditional Promise

Today scholars, almost without exception, use to inter-

pret the Ancient paradoxes without their historical and
philosophical background. The lecture is devoted to the
reconstruction of set of familiar arguments (or several
modes of a probably common core argument), tradition-
ally ascribed to the Stoics-Megarian origin. Together with
their Medieval modifications, these are frequently pres-
ent in modern discussions of philosophers and lawyers.
They usually see them as insoluble claims or paradoxes.
According to our reconstruction – considering their struc-
ture and proper nature – these several arguments can be
interpreted as based on the notion of conditional promise.
Respecting some historical evidence these so-called para-
doxes is possible to render as arguments. In legal practice
the notion of conditional promise is usually interpreted as
a promise that is subject to the occurrence of an event before the
promisor is obligated to perform. Some modern attempts, in
modern philosophy and legal practice, will be exposed –
these would be of help as mechanisms of adequate inter-
pretation of ancient sources. Developing of finer modern
tools for analysis of the notion enable a better way for un-
derstanding its ancient forms. As a way of more success-
ful historical reading of sources it is proposed applying
the schema of interpreting conditional promise essential-
ly as of dynamical structure (with embodied period se-
quences and their succession, compliance with the dead-
line and different time points of reference). This reading
gives us a more appropriate way in reconstructing, inter-
preting and solving some traditional so-called paradoxes
based on the conditional promise. Our conclusion de-
fends the idea that some ancient arguments have been
proposed as effective instruments for testing theories and
educational frames of rival schools and furthermore, that
the Stoics possessed enough refined semantical tools for
dealing with this kind of arguments.

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Daniel Marković
University of Cincinnati

Φιλοσοφητέον: Promoting New Education

In this talk I discuss several instances of the verbal adjec-

tive φιλοσοφητέον in Plato, Aristotle, Epicurus, and Ci-
cero, in order to show how this particular word ultimate-
ly became a shorthand for the necessity of new
philosophical education. In Plato’s Euthydemus, the word
sums up a conversation in which Socrates exhorts his
young interlocutor Clinias to pursue philosophy as the
only true path to happiness; in Aristotle’s Protreptic, the
word is used in the famous syllogism according to which
ethical decisions can be reached only through the process
of philosophical reasoning; in Epicurus’s Letter to Menoe-
ceus, it is found in the claim that just like happiness, philo-
sophical education should be pursued without delay, re-
gardless of one’s age. Besides demonstrating a steady
continuity of the (Socratic) project of philosophical life
throughout the Hellenistic and Roman Periods, the inter-
textual map created by the verbal adjective φιλοσοφητέον
also reveals a clear conceptual difference between the
goals and methods of traditional παιδεία and those of
philosophical education, imagined as a stark alternative
to the traditional παιδεία and its old system of values.

22
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Hildegund Müller
University of Notre Dame

Changing Concepts of Paideia in Late Antiquity

The fourth and fifth centuries represent an important

stepping-stone in the history of Western education. Con-
cepts of Greek and Roman paideia were both codified and
radically changed to fit the new Christian paradigms, oc-
casionally even entirely discarded. Well-known examples
for this process are the systematic presentation of the Lib-
eral Arts canon in Martianus Capella and Cassiodorus,
the radically anti-educational practice of the Desert Fa-
ther Antonius and his followers and, crucially, Augustine
of Hippo and his varying thought on education. Augus-
tine presents an interesting and complex spectrum of de-
veloping views of the Liberal Arts as well as concepts on
specific forms of Christian education, such as homiletics
and catechesis. In this paper, I will try to tell a coherent
story of these different educational movements of Late
Antiquity and ask the question of how and when they af-
fected the reality of education for laypeople and clerics,
for men and women.

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Nevena Panova
Sofia University ’St. Kliment Ohridski’

Paideia through Poetry in Ancient Athens

The paper investigates the potential of poetry as educa-

tional instrument in Athens between in the Archaic and
Classical periods. The focus is on the image of Solon as
legislator, wise man and poet. Observed are primary the
remains of his poetry and their language, along with later
utterances (in Plato, Aristoteles, Plutarch and some oth-
ers) concerning Solon and the role of poetry in the process
of paideia in general.  The initial thesis points to the perfor-
mative specifics of the poetical word not only in aestheti-
cal aspect, but also as a form of teaching.  Discussed are
the evidences for some popular cases of Solon’s political
career like his urging the Athenians not to desert from the
battle for Salamis, or explaining post factum his own po-
litical reforms. Thus we see that the performative circum-
stances of a poetical contents could lead to effective ac-
tions too. On the other hand, the classical authors, already
distant from the original performance of the Archaic vers-
es, focus rather on their message, commenting the general
role, even in critical perspective (mostly Plato), of poetry
for educating the young citizens. Our conclusions lead
however to the higher potential of the poetical work to
play positive educational and political role if properly un-
derstood as a specific, often festive, form of speech, more
influential in its oral form.

24
 BOOK OF ABSTRACTS

Marija Pavlović
University of Belgrade

How to Respond to Children’s Work of Art?

Developing educational approaches and methods which

will deepen children’s both cognitive and emotional pro-
cesses stands out nowadays as very important issue.
Therefore, establishing appropriate approaches and strat-
egies in fine art education, on the grounds of the theory-
based understanding of possibilities and interest of chil-
dren of the given age, is crucial for planning and developing
art project in primary and secondary schools. An increas-
ingly important aspect and one of the underlying princi-
ples of contemporary art education is to understand how
to respond to children’s works of art. Talking with chil-
dren about their art works can help them to focus, form
ideas, help build understanding and make great progress
with their art. Allowing children to talk about what they
have produced, as well as what other children have been
doing in art classes, is vital to establishing visual art as an
essential way of communicating ideas and feelings. De-
veloping critical skills in children can begin through
learning to respond to their own work, discussing this in
the same way as any other famous work of art might be
discussed. The aim of this paper is to inform teachers
about the importance of children’s understanding of the
visual qualities in their work and make this aspect of
teaching process more widespread.

25
 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Dušan Popović
University of Belgrade

The Role of Heliodorus’s Novel in the French Literary

Education of a Scottish Queen

By the middle of 16th century in the education of higher

social strata in France it came about a certain departure
from the previous, late Medieval method of expounding
the subject-matter within the scope of the teaching of
rhetoric and poetics. Although, in essence, still based on
the late Antique, primarily Roman foundation, the con-
tents of humanistic curriculum begins increasingly to be
oriented toward modern French prose and poetry as a
source for obtaining examples assigned to illustrate nu-
merous rules of Classical rhetoric. However, within the
framework of a textbook of the period, we come across an
unexpected procedure regarding the choice of exemplify-
ing the rules for prose writing, that is, reaching out for the
work of the graetest Greek novel writer, albeit in its
French translation, to be sure. Since the textbook under
discussion was personally dedicated to and intended for
the education of the contemporary wife of the French
crown prince, as well as for the education of other per-
sons of her rank, it is reasonable to suppose that it would
be valuable for us to take a more detailed look at its con-
tents and likely to draw more far-reaching conclusions
about its wider significance.

26
 BOOK OF ABSTRACTS

Duško Prelević
University of Belgrade

Kant on Philosophical Education in the Age of Critique

In Announcement of the Programme of his Lectures for the

Winter Semester 1765‒1766, Immanuel Kant outlined his
views of how philosophical education ought to be con-
ducted. According to him, the method of instruction in
philosophy should be zetetic, which means that students
first should learn to philosophize rather than (what they
typically expect) to learn philosophy, that is, that learning
how to think for oneself ought to be preferred over learn-
ing particular philosophical systems. Kant argued for this
view by claiming that philosophy at his time was not yet
a complete discipline, and accordingly, that there was no
philosophical book available of which it might be said
that it contains definite solutions to the main philosophi-
cal problems. Given that the claims above had been stated
in 1765, and that later on (in 1780s and 1790s, in particu-
lar) Kant thought that he practically solved (or resolved)
all important philosophical questions, it is interesting to
inquire whether his views of philosophical education re-
mained the same, even more because at that time he still
claimed (for example, in Critique of Pure Reason and ac-
cording to some transcriptions of his lectures) that his age
is the age of critique and therefore it has to be seen what
will come of it. I argue in this paper that there are good
reasons to believe that Kant’s claims above are compati-
ble and that the continuity of his thoughts on these things
can be preserved.

27
 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Ljiljana Radenović
University of Belgrade

The Practice of Reading and Writing, the Care

of the Soul, and Basic Psychological Needs:
A Lesson from Petrarch’s Familiar Letters

According to Petrarch the main goal of philosophy is to

help us learn how to live a good life. By doing it we be-
come wise, virtuous, and serene. But, what is the best way
to engage in such philosophical activity? For Petrarch
philosophy is inseparable from the practice of reading
and writing. In this paper my goal is twofold. First, it is to
review Petrarch’s thoughts on the best way to console
ourselves in the times of trouble. His advice to a friend in
exile is reminiscent of Seneca’s consolatory letters, but
new in the way Petrarch invokes his friend’s liberal arts
education as the key element of self-consolation. My sec-
ond goal is to highlight how important Petrarch’s insight
about the value of reading and writing is. To assess this
insight properly we need to take a closer look at the con-
temporary research on universal psychological needs and
how their satisfaction relates to the overall sense of well-
being of individuals across different cultures. What these
studies have shown is that people who feel more autono-
mous generally have increased sense of well-being. Fur-
thermore, people who are more ‘mindful’, that is who can
identify with precision their own psychological states and
the situation which they face tend to feel more autono-
mous. I argue that Petrarch’s insistence that the activities
of reading and writing can help us become serene and
peaceful is in line with these results. I conclude that fur-
ther research of the relationship between autonomy,
mindfulness, and education in humanities is needed.

28
 BOOK OF ABSTRACTS

Uroš Rajčević
Belgrade

Practicality, Prestige and Piety

in Late Roman Education

The intention of this discussion is to consider aspects of

the educational process in late antiquity and the changing
relationship of Christian intellectuals with secular educa-
tion. This requires observing the process from different
perspectives, such as the conservatism inherent in ancient
education, evidence of educational innovations, and the
consequences that a fully Christian curriculum would
produce if applied throughout the Empire.
In the absence of a complex system for controlling educa-
tion in antiquity, offered by largely independent profes-
sors, what maintained its relative uniformity was tradi-
tion. Since the development of Latin education in Rome
was concurrent with the development of Latin literature,
the introduction of new texts into Latin education can be
attested. A case can therefore be made that the introduc-
tion of Christian texts into the curriculum is equally plau-
sible. However, such innovations are poorly attested out-
side of monastic environments, they are anecdotal, they
were created in extraordinary circumstances, and they
are recorded for purposes other than educational reform.
Lastly, we must consider the congruity between literary
and religious exegesis. If there were to be a partial or com-
plete replacement of texts used in education throughout
the Empire, I contend that this would require the Church
to take complete control over the educational process.
While there may have been a will for such reforms, could
it have been spread wide enough? And was there a sys-
tem in place to effect them?

29
 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Melina Rokai
University of Belgrade

Languages and Ideas of Education of Aristocratic

Women in the Early Modern Period as the Catalyst
of Change

Whilst the noblest of women of the European early mod-

ern period were often highly educated, a difference in sta-
tus and future planned for her meant variation in educa-
tion, including its language and the purpose it would
serve. The paper analyzes education among selected no-
ble women from the late fifteenth until mid-seventeenth
century. Their education and particularly that of languag-
es did not end in their childhood and they acquired re-
markable knowledge throughout their lives.   The paper
follows language used in education of several women e.g.
English, Lady Margaret Beaufort, a Spanish Catherine of
Aragon, or the heiress to the Swedish throne, future
Queen Christina. Their education will be looked through
medium of language, as well as material that was em-
ployed in their instruction – which ranged from prescrip-
tive literature written by clerics and humanists specifi-
cally for their female charges to their own ‘school-essays’.
These will offer a glimpse into language(s) of instruction
of these high-born ladies and in the existing notions be-
hind such schooling. Furthermore, investigation of their
education will not stop at their youth, but intends to in-
corporate their efforts in spreading or employing such
learning throughout their lives.
In this way, a rather comprehensive picture can be
achieved of the language(s) of schooling among noble
women – a mother of a king, a queen consort, a princess
regent or a queen regnant - and of philosophical ideas be-
hind it that as elements of change in societies.

30
 BOOK OF ABSTRACTS

Bianca-Jeanette Schröder
LMU Munich

Magnus Felix Ennodius (A.D. 473/4-521)

on Grammar and Faith

When Ennodius wrote this long letter, which is called

‘Paraenesis Didascalica’ in the editions (ed. Vogel No.452)
and pagina paedagogica in the text itself, he was a deacon in
Milano. But before starting a career in the church (later on
he became bishop of Pavia), he had been a rhetor and a
teacher. In this letter the man of the church addresses two
young aristocrats who want to continue their studies in
Rome and then start a secular career. He combines both
his professions to draw a picture of verecundia, castitas, fi-
des, grammatica and rhetorica - an unusual set of virtues
and disciplines. He also combines passages of prose and
of verses, passages which describe those five objectives
and others in which the five speak themselves to present
their worth and abilities.
As Ennodius is one of the lesser known authors of late
antiquity, the paper will give an introduction into this
profound statement of an author who, as almost every
page of his works illustrates, is highly engaged in pro-
moting high education and worried about aristocrats who
seem to rely on their descent only. The paper will high-
light the artful blending of Christian and secular language
and discourse. And it will point out the emphasis Enno-
dius places not on school subjects, curricula or syllabi, but
on attitudes, character and on living examples. Examples
are not necessarily the teachers, but Ennodius enumerates
several men and women (!) as models.

31
 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Yoana Sirakova
Sofia University ’St. Kliment Ohridski’

Dimitar Iliev
Sofia University ’St. Kliment Ohridski’

Paideia in Digital Era: Linguistic Modelling, Text

Alignment and Text Mining in Classical Education

Bilingual corpora in language education offer a unique

instrument for discovering languages logical sets and
translation techniques both in the original and the target
language systems. They provide today’s learners with a
means for individual exploration and acquiring of lin-
guistic knowledge with no human mediators like e.g.
teachers. That is one of the goals of a starting project at the
University of Sofia that will be carried out by a team of the
Department of Classical Philology along with the parallel
bilingual representation of Bulgarian translations of Ro-
man authors and texts as a peculiar local reception of an-
tiquity.
Texts had come to be machine and human readable, the
machine becoming the very mediator for reading, learn-
ing and researching. Students and scholars could by these
digital instruments be able, so to say, “to join the cooks in
the kitchen”. Thus some of the fundamental subjects that
the concept of paideia embraces are themselves been put
onto a radically different base. Will the machine destroy
the ancient idea of paideia? There is a crucial controversy
between computing and philology or literary criticism:
computing has the model at its heart, while philology and
literary criticism has the text at its heart. In this paper the
presentation of the above mentioned project will inter-
twine with some issues about the dynamic and changing
conditions and challenges in education in present days.

32
 BOOK OF ABSTRACTS

Darko Todorović
University of Belgrade

Aristotle’s Mimesis as a Pedagogical Means

(Poet. 1448b7–8)

In describing man as “the most imitative of all animals”,

Aristotle, Poet. 1448b7–8, points out to the fact that the
earliest lessons (μαθήσεις) of humans are acquired by
means of imitation, the mimesis. On the other hand, the
only subject of what could be taught and learned will
elsewhere (Metaph., Ethic. Nicom.) be strictly defined as a
“science” (ἐπιστήμη), demonstrative knowledge of “what
cannot be otherwise” (τὰ μὴ ἐνδεχόμενα ἄλλως ἔχειν),
or the necessary, eternal, ungenerated and imperishable,
i.e. the general concepts (τὰ καθόλου). The logical conse-
quence of such a notion of what is teachable and learnable
is that it is only conceptualized information that can pos-
sibly become the subject of these first pedagogical imita-
tions. The paper aims to investigate the character of these
primary imitative cognitions, mainly in view of the fact
that their content, according to the overall assumption of
the Aristotelian epistemology, should be of a highly ab-
stract, “general and necessary” nature. What are actually
these basic conceptual packages and how are they im-
parted by the first instructor (parents, nannies, teachers)
as exemplary patterns to imitate on the part of the still
“irrational” students? The answer to this issue might be
helpful in better understanding the general concept of
imitation in Aristotle’s Poetics.

33
 PA I D E I A : T H E L A N G U A G E A N D P H I L O S O P H Y O F E D U C AT I O N

Vessela Valiavitcharska
University of Maryland

Transformation in Rhetorical Education between

the Seventh and the Tenth Centuries in Byzantium

Between the flourishing rhetoric schools Athens and Gaza

in the fourth to sixth centuries and the reappearance of
the Hermogenean corpus of rhetorical textbooks in the
ninth century, we have little evidence that rhetoric was
taught in any systematic manner in Byzantium. This near-
eclipse of rhetorical education is generally viewed as part
of the overall decline in learning and intellectual activities
during the iconoclastic period; the sudden reappearance
of the Hermogenean corpus, accompanied by massive
commentaries, in tenth-century manuscripts seems part
of the “recovery” of classical learning during the Macedo-
nian period.
What does this imply for technical rhetorical training dur-
ing the Byzantine “dark ages”? This paper evaluates some
of the available evidence for rhetorical education in the
Hermogenean tradition and argues that, while not fully
eclipsed, traditional rhetorical training was somewhat
displaced by an approach promoting grammar and dia-
lectic and supplemented with a study of style. The re-
newed interest toward technical rhetoric in the late eighth
and ninth centuries was perhaps prompted by the need to
study informal argumentation broadly in the context of
the intense controversy over the definition and use of icons.
However, it also prompted a rethinking of the role of lan-
guage in general – and rhetoric in particular – in the light
of theological developments of the seventh and eighth
centuries. As a result, there appears a renewed interest in
technical rhetorical literature, which now affords an op-
portunity for the study of rhetoric as part of philosophy.

34
 BOOK OF ABSTRACTS

Elena Zheltova
St. Petersburg State University

Education as a Revelation or Inheritance

in Antiquity and Beyond

According to the W. Jäger’s concept of the Paideia, the

Greek educational ideal took shape in various philosoph-
ical schools, religious systems, and branches of knowl-
edge, including medicine and rhetoric. However, the ba-
sis of any educational system is a certain method of
transferring knowledge / truth from teacher to pupil(s).
The most traditional teaching methods in antiquity are
lecture, sermon, conversation or a treatise.
My paper concerns some exceptional patterns of trans-
mitting truth, which existed in closed religious communi-
ties and among representatives of the occult sciences,
namely, divine revelation, the sudden discovery of hid-
den truth or the transfer of knowledge by inheritance
(from father to son and the like). Quite a few of accounts
of such educational methods are preserved in the biogra-
phies of philosophers, miracle-workers and other super-
naturally gifted persons like Pythagoras, Apollonius of
Tyana or Zoroaster, as well as in religious treatises and
technical literature concerning the occult sciences (magic,
astrology, alchemy).
As a rule, these accounts belong to the Hellenistic and
Late Antique epochs and probably have experienced ori-
ental influence. Over time, such methods of transmitting
knowledge became literary topoi and penetrated Chris-
tian literature.

35
List of Participants

Il Akkad
University of Belgrade
[email protected]

Marcela Andoková
Comenius University in Bratislava
[email protected]

Nevena Buđevac
University of Belgrade
[email protected]

Georgios Chatzelis
Thessaloniki
[email protected]

Irina Deretić
University of Belgrade
[email protected]

Dragana Dimitrijević
University of Belgrade
[email protected]

Dejan Dželebdžić
University of Belgrade
[email protected]

Ana Elaković-Nenadović
University of Belgrade
[email protected]

37
 Violeta Gerjikova
Sofia University ‘St. Kliment Ohridski’
[email protected]

Dimitar Iliev
Sofia University ’St. Kliment Ohridski’
[email protected]

Svetlana Kočovska-Stevoviḱ
Ss. Cyril and Methodius University in Skopje
[email protected]

Elia Marinova
Sofia University ’St. Kliment Ohridski’
[email protected]

Vladimir Marko
Comenius University in Bratislava
[email protected]

Daniel Marković
University of Cincinnati
[email protected]

Hildegund Müller
University of Notre Dame
[email protected]

Nevena Panova
Sofia University ’St. Kliment Ohridski’
[email protected]

Marija Pavlović
University of Belgrade
[email protected]

Dušan Popović
University of Belgrade
[email protected]

Duško Prelević
University of Belgrade
[email protected]

38
Ljiljana Radenović
University of Belgrade
[email protected]

Uroš Rajčević
Belgrade
[email protected]

Melina Rokai
University of Belgrade
[email protected]

Bianca-Jeanette Schröder
LMU Munich
[email protected]

Yoana Sirakova
Sofia University ’St. Kliment Ohridski’
[email protected]

Darko Todorović
University of Belgrade
[email protected]

Vessela Valiavitcharska
University of Maryland
[email protected]

Elena Zheltova
St. Petersburg State University
[email protected]

39
Publisher
Center for the Promotion of Science

For the publisher

PhD Marko Krstić, acting director

Editors
Ljiljana Radenović
Dragana Dimitrijević
Il Akkad
Ivan Umeljić

Cover illustration
Željko Lončar

Book layout
Denis Vikić

Printing company
Donat graf, Belgrade

Print run
150 copies

Belgrade, March 2019

CIP - Каталогизација у публикацији

Народна библиотека Србије, Београд
37.01(048)
CONFERENCE Paideia: The Language and Philosophy of Education (2019 ;
Beograd)
Book of Abstracts / [Conference] Paideia: The Language and Philosophy of
Education, Belgrade, March 20-22, 2019 ; [organizers Faculty of Philosophy,
University of Belgrade, Center for the Promotion of Science, University
Library “Svetozar Marković” ; editors Ljiljana Radenović, Dragana
Dimitrijević, Il Akkad, Ivan Umeljić]. - Belgrade : Center for the
Promotion of Science, 2019 (Belgrade : Donat graf). - 39 str. ; 24 cm
Tiraž 150.
ISBN 978-86-88767-30-9
a) Образовање - Филозофија - Апстракти b) Образовање - Језик -
Апстракти c) Педагогија - Апстракти
COBISS.SR-ID 274286348