Topics: Ancient Rome, Ancient Greece, Western culture Pages: 10 (3922 words) Published: May 5, 2013
The child with Rousseau was to be brought up in isolation and loneliness under the guidance of a single governor, without being interfered with by any outside or extraneous social influences. He spoke of three main kinds of education: that which belonged to Nature, which could well be left alone; that which belonged to things, with which the educator could not do much even if he wanted to; and the education that man could give, where the full role of the personal factor as a bipolar relation was recognized by him. When Rousseau went so far as to recognize the personal factor in this dialectically scientific manner, he became a puzzle to his followers, and they began to leave him alone. Private education thus had to part company with public education. In the days of Aristotle all wisdom-disciplines were more unitively understood than at the present-day. The term 'science' covered equally the whole range of subjects, starting from physics and natural history (or rather, natural philosophy), to metaphysics, ethics, economics and politics. The doctrine of the Mean which was Aristotle's contribution to thought, was a subtle underlying unitive principle which strung together branches of knowledge that have now come to be considered as different or disjunct from one another.

Western Education- Ooty Project
The civilization which we now know and enjoy has come down to us from four main sources. The Greeks, the Romans, and the Christians laid the foundations, and in the order named, and the study of the early history of our western civilization is a study of the work and the blending of these three main forces. It is upon these three foundation stones, superimposed upon one another, that our modern European and American civilization has been developed. The Germanic tribes, overrunning the boundaries of the Roman Empire in the fourth and fifth centuries, added another new force of largest future significance, and one which profoundly modified all subsequent progress and development. To these four main sources we have made many additions in modern times, building an entirely new superstructure on the old foundations, but the groundwork of our civilization is composed of these four foundation elements. For these reasons a history of even modern education almost of necessity goes back, briefly at least, to the work and contributions of these ancient peoples. The work of Greece lies at the bottom and, in a sense, was the most important of all the earlier contributions to our education and civilization. These people, known as Hellenes, were the pioneers of western civilization. Their position in the ancient world is well shown on the map reproduced opposite. These Greeks, and especially the Athenian Greeks, represented an entirely new spirit in the world. In place of the repression of all individuality, and the stagnant conditions of society that had characterized the civilizations before them, they developed a civilization characterized by individual freedom and opportunity, and for the first time in world history a premium was placed on personal and political initiative. Now followed the great creative period in Greek life, during which the Athenian Greeks matured and developed a literature, philosophy, and art which were to be enjoyed not only by themselves, but by all western peoples since their time. The next great source of our western civilization was the work of Rome. Like the Greeks, the Romans also occupied a peninsula jutting southward into the Mediterranean, but in most respects they were far different in type. Unlike the active, imaginative, artistic, and creative Greeks, the Romans were a practical, concrete, unimaginative, and executive people. Energy, personality, and executive power were in greatest demand among them. The work of Rome was political, governmental, and legal—not artistic or intellectual. Rome was strong where Greece was weak, and weak where Greece was strong. As a result the two peoples supplemented one...
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