(2004). Is There a History of Educational Philosophy? John White vs the historical evidence. Educational Philosophy and Theory: Vol. 36, No. 1, pp. 35-56.

It is now rather over a century since the marble statue of a youth in Naples was recognised as a copy of the Doryphoros of Polykleitos, and the first attempt made to extract from it the mathematical principles of the Polykleitan canon. Periodic warnings uttered on the subject by such scholars as Gardner and Furtwängler failed to deter further speculation, which culminated in Anti's monumental publication of 1921. Understandably enough, this seems effectively to have checked research in the field, with (...) only one or two exceptions, for a number of years. In the past decade or so, however, the pendulum, apparently never stable for long, has swung back again: a spate of books and articles on Polykleitos and his school has appeared, including no fewer than four major attempts to recover the principles of the canon from the surviving copies of his works. Again, murmurings to the contrary have passed unheeded, the gulf between believers and unbelievers now, it seems, having become virtually unbridgeable. With this in mind, and considering that Polykleitan studies have undergone a quiet revolution in the last year or two through the identification of fragments of casts of the Doryphoros and an Amazon among those recently discovered at Baiae, it seems an opportune moment to try to restate a few principles, basic but all too often ignored, and to indicate a number of directions that further research might take. (shrink)

Dionysius Cha1cus fr. 3 West contains an elaborate metaphor for the cottabus game in which the dining room and the symposiasts are compared to a gymnasium in which young pugilists are training. The author suggests that the visual force of the central part of the metaphor lies in the actual way in which "sphairai" (used as a kind of boxing gloves) were wrapped around the hand and forearm. In the problematic v. 4, "ékeinon" is identified as the symposiarch, and the (...) verse is seen to function as another part of this complex metaphor of the symposium as agon. (shrink)

This article enquires into the curriculum advocated in the only ancient Greek treatise concerning education that has survived in its entirety, entitled On the Training of Children. The treatise was highly influential in Europe from the Renaissance to the nineteenth century, and thus exhibits certain assumptions concerning the purpose of curriculum that lie behind the development of western education and may still be influential today. The inquiry is conducted in three stages: the intended recipients of the curriculum are identified; its (...) elements are enumerated and evaluated; and its aims are inferred from the text. I conclude that the curriculum was intended for wealthy, privileged boys, that philosophy (though not independent theorising) was the most valued subject of study and that the aim of the curriculum was to instil in the recipients aristocratic values and modes of behaviour. Finally, some topics are suggested for reflection, in response to these conclusions, upon existing curricula. (shrink)