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EDUCATIONAL ISSUES IN ANTIQUE
Kudratova Nigora Islamovna
Master's student at Asian International University
https://doi.org/10.5281/zenodo.14918902
Abstract. In the later periods of historical development, the primitive communal system
was replaced by a new social formation, the slave system. In the Ancient East, the first class
societies appeared and the foundation of material and spiritual culture was laid. In particular,
the peoples of ancient Greece and Rome made a great contribution to the development of this
culture. The article discusses the issues of education in antiquity.
Keywords: primitive community, system, social formation, slave system, first-class
society, material and spiritual culture, ancient Greece and Rome, antiquity, education, historical
development, era.
ВОПРОСЫ ОБРАЗОВАНИЯ В АНТИЧНОСТИ
Аннотация.
В
более
поздние
периоды
исторического
развития
первобытнообщинный
строй
сменился
новой
общественной
формацией
—
рабовладельческим строем. На Древнем Востоке появились первоклассовые общества и
заложили основу материальной и духовной культуры. В частности, большой вклад в
развитие этой культуры внесли народы Древней Греции и Рима. В статье
рассматриваются вопросы образования в античности.
Ключевые слова: первобытнообщинный строй, строй, общественная формация,
рабовладельческий строй, первоклассное общество, материальная и духовная культура,
Древняя Греция и Рим, античность, образование, историческое развитие, эпоха.
Education began and developed with the emergence of human society. As soon as a child
is born, he gets acquainted with the environment through the care of his parents. With the
beginning of his life, he acquires production experience and skills, in the process of which
mental and physical maturity, culture, moral and aesthetic views are formed in him.[1; 6]
In the most ancient times, we also see valuable information about education in examples
of folk oral literature - legends, heroic epics, songs, proverbs, and sayings. Because oral folklore,
which is a mirror of folk wisdom, summarizes the educational experiences inherent in folk
pedagogy. In particular, the ideas, customs, and relationships of primitive people about nature
and society are expressed in myths, which are considered one of the oldest genres of oral
folklore.
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The heroes of legends fight for good against evil, for light against darkness, creating
lands of goodness and happiness. They are examples that have come down to us through the
oldest monuments, the Avesta, and Firdawsi's Shahnameh.
The concept that humans have gone through periods of savagery, barbarism, and
civilization is accepted and developed by many scholars. Among them, the first to be mentioned
is the English ethnographer E.B. Taylor. However, the American scientist Louis Morgan
comprehensively developed and scientifically substantiated this concept. For this reason, the
concept is more often associated with his name. Morgan, in his work "Ancient Society", divides
each of these three periods into separate stages. He analyzes each period in connection with the
development of material production, the history of individual major inventions. He distinguishes
the stages of development of the primitive family.[2; 25]
In the later periods of historical development, the primitive communal system was
replaced by a new social formation, the slave system. In the Ancient East, the first class societies
appeared and the foundation of material and spiritual culture was laid. In particular, the peoples
of ancient Greece and Rome made a great contribution to the development of this culture. In
particular, in ancient Greece, culture, school, and early pedagogical ideas developed much earlier
than in other countries. In ancient Greece, Socrates, Pythagoras, Aristotle, and Plato, based on
the idea, created the philosophical basis of their own questions of human development and
upbringing. Aristotle, in his "Advice to Alexander" (he was the teacher of Alexander the Great,
and Alexander, in turn, preferred Aristotle to his own father), emphasized that the highest virtue
of a person is piety, faith, and knowledge, that is, he said: "Piety is perfected through faith. Faith
is formed under the shadow of thought and thought.".[3; 22]
Greece consisted of several small slave states. Its most important cities were Laconia
(capital Sparta) and Attica (capital Athens). In each of these, separate systems of education
emerged, called Spartan education and Athenian education. However, in both states, the slave
system prevailed.
In Greece, slaves were considered "talking tools." Slaves were deprived of even basic
human rights. In Laconia (Sparta), due to the lack of convenient harbors for ships to dock, slave-
based agriculture prevailed. Slave owners, consisting of 9 thousand families, ruled over a
population of more than 250 thousand. Slaves in Sparta were subjected to brutal persecution.
Education was the responsibility of the state, and its main goal was to raise Spartan
children to be strong, physically healthy, hardy, and skilled warriors and to produce future slave
owners.
Spartan children lived at home until the age of 7, and then were educated in a state
institution called “agella” until they reached the age of 18.
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Under the guidance of a “pedonomist,” they were trained in various exercises to maintain
physical fitness, and were taught to endure cold, hunger, and thirst, as well as to endure pain. The
main part of their education was military gymnastics. The ancient Greek historian and
philosopher Plutarch, speaking about education in Spartan schools, says: “When it came to
reading and writing, children were taught only the most necessary things, and the rest of the
education had one goal: to teach them unconditional obedience, endurance, and the science of
overcoming”.[4; 34]
Another important task of education in Sparta was to educate young people to be cruel to
slaves and to be contemptuous of them. For this purpose, young people participated in "Creptia",
that is, in nightly slave-catching exercises, and killed any evil (slave) that seemed suspicious. In
the moral education of young people, the heads of state held special conversations, thus giving
them moral and political education. Children were also taught to answer questions clearly, briefly
and concisely.
In Sparta, when young men reached the age of 18-20, they served in the military in the
group of teenagers called "Ephebes". In Sparta, special attention was also paid to the education
of girls. They were armed with military and physical training skills. Because when men went to
war, they guarded the city and ensured the obedience of slaves, who even participated in battle.
In Athens, life, order, discipline, the school system and education in it were completely
different from Sparta's. Slaves were considered private property. In Athens, culture flourished in
the 5th-4th centuries BC. Science, architecture and sculpture flourished. In Athens, the most
beautiful and perfect person, both physically and spiritually mature, was considered their "ideal".
This ideal was characteristic only of upper-class slave owners. Physical labor was
considered the lot of slaves only.
In Athens, children were raised at home until they reached the age of 7, boys went to
school from the age of 7, and girls were taught household chores in the family with the help of
their mothers. In Athens, women's lives did not leave the home, they spent most of their time
indoors. In Athens, children initially studied in schools for "grammatists" (meaning literacy
teachers) and "kipharists" (meaning Greek music teachers) from the age of 7 to 13-14. These
schools were private and tuition was paid. Therefore, children of citizens could not receive
education in these schools. Teachers called "didaskols" conducted classes in these schools. The
word "didasko" meaning "I teach" later gave rise to the word "didactics" - the theory of
education.[5; 45]
Thus, an important feature of upbringing is that it influences the child's development,
strengthening his will and character, using all means and methods.
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