As an act of learning and teaching, education acquires, in classical culture, a conceptualized form, chiefly, by way of two ideas: paideia among the Greeks and humanitas among the Latins. In Greece, incorporating the quest for an ideal of human excellence, education had a strong public and political connotation, and paideia came to be understood as the learning of live and living within the polis. Philosophy, in that sense, may be seen as a form of paideia. In Rome, influenced by stoicism and epicureanism, education acquired a more private bent, humanitas being understood, from Cicero onwards, not only an instrument for the acquisition of civic virtues, but also for the withdrawal from public life amidst the corruptive effects of power and as an instrument of consolation before the adversities of aging and fortune. Both concepts point, nonetheless, to an education understood as ars vivendi.
The interpretation that, from Petrarch onwards, the Renaissance made of the concept humanitas lead to the development of an education centred, no longer in life, but in the scholarly contact with a corpus of knowledge, becoming an object of teaching comprising what was produced by the ancients in literature and the arts, in philosophy and history, in mathematics and physics. The “problem of the human” was put forward, for the first time, not on the level of life and living, but on the level of concept and doctrine, becoming an object of study and research, a scientific and anthropological realignment with full implications in the development of European thought. The modern reception of paideia, connected to the work of Waerner Jaeger, should be understood in the context of the existentialist turn within European though, form Kierkegaard to Heidegger, by the proposal of going back to a certain concrete art of living.
Inviting to readdress the question of the meaning of humanism and the human, the present meeting – Paideia and Humanitas – proposes to place under discussion the different and many problems that these concepts have raised over time.
FECHA LÍMITE/DEADLINE/SCADENZA: 31/05/2016
FECHA CONGRESO/CONGRESS DATE/DATA CONGRESSO: 15-16/12/2016
LUGAR/LOCATION/LUOGO: Faculdade de Letras, Universidade de Lisboa (Lisboa, Portugal)
ORGANIZADOR/ORGANIZER/ORGANIZZATORE: Alberto Filipe Araújo; Custódia Martins; Henrique Miguel Carvalho; José Pedro Serra; Justino Magalhães; Teresa Rosa
INFO: call - web - email@example.com
The colloquium will be structured along the following thematic lines:
- philosophy and anthropology
- politics and ethics
- philology and history
- literature and the arts
- education and pedagogy
Although other thematic areas may be considered, preference will be given to the presentation proposals that fall within the framework of the aforementioned. A broad field of themes, texts and theoretical interventions, as well of disciplinary and interdisciplinary reflections and provocations, is encouraged.
Working languages are portuguese, english, french, spanish and italian. Each presentation will be allowed the maximum length of 20 minutes. The presentation proposals, subject to review by the Advisory Committee, must include the following information:
- title of the presentation
- abstract (up to 200 words)
- thematic area of the presentation: 1) philosophy and anthropology; 2) politics and ethics; 3) philology and history; 4) literature and the arts; 5) education and pedagogy
- author's name
- institutional affiliation
- brief CV (up to 100 words)
Proposals, acceptance and contact
- the deadline for presentation proposals is May 31st 2016
- the notification of acceptance will be sent until July 15th 2016
- please send all proposals to firstname.lastname@example.org