mininuniverВестник Мининского университетаVestnik of Minin University2307-1281Minin Nizhny Novgorod State Pedagogical University10.26795/2307-1281-2017-4-7mininuniver-702Research ArticleИСТОРИЯ ПЕДАГОГИКИ И ОБРАЗОВАНИЯHISTORY OF PEDAGOGY AND EDUCATIONШКОЛА СВ. ПАВЛА В ЛОНДОНЕ: РЕНЕССАНСНАЯ МОДЕЛЬ ОРГАНИЗАЦИИ ШКОЛЬНОГО ДЕЛАST. PAUL’SSCHOOL IN LONDON: RENAISSANCE MODEL OF SCHOOL ORGANIZATIONСофроноваЛ. В.SofronovaL. V.

Софронова Лидия Владимировна – доктор исторических наук, профессор.  ResearcherID: K-1997-2017

Нижний Новгород.

Sofronova Lydia Vladimirovna – Doctor of History, professor. Researcher ID: K-1997-2017

Nizhni Novgorod.

lidiasof@yandex.ruХазинаА. В.KhazinaA. V.

Хазина Анна Васильевна – кандидат исторических наук, заведующий кафедрой всеобщей истории, классических дисциплин и права. Researcher ID: K-1134-2017

Нижний Новгород.

Khazina Anna Vasilievna – PhD in History, Head of the Department of General History and Classical Disciplines and Law. ResearcherID: K-1134-2017

Nizhni Novgorod.

annh1@yandex.ruНижегородский государственный педагогический университет им. Козьмы Минина (Мининский университет).РоссияMinin Nizhny Novgorod Statе Pedagogical University.Russian Federation2017251220170477Copyright © Софронова Л.В., Хазина А.В., 20172017Софронова Л.В., Хазина А.В.Sofronova L.V., Khazina A.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.minin-vestnik.ru/jour/article/view/702Введение

Введение: Статья посвящена анализу ренессансной модели организации школьного дела на примере лондонской грамматической школы св. Павла, основанной в 1509 г. при соборе св. Павла настоятелем Джоном Колетом (1467–1519). История школы до сих пор не получила достойного внимания отечественных ученых. В зарубежных исследованиях педагогическая деятельность Дж. Колета получила разноречивые оценки. Анализ организационных основ и повседневной жизни школы св. Павла необходим для создания целостной картины развития системы образования в эпоху Ренессанса и Нового времени.

Материалы и методы

Материалы и методы: Источниковая и историографическая база: Устав школы, английские хроники, эпистолярные тексты, документы, касающиеся строительства школьного здания и урегулирования отношений с компанией купцов-мерсеров, капитулом собора св. Павла, сочинения гуманистов, исследования в области персональной истории и социальной истории образования. Методы: герменевтического анализа, историко-генетический, парадигмально-педагогический.

Результаты исследования

Результаты исследования: Школьная практика в Англии того времени сохраняла традиционные средневековые формы в рамках клерикальных и городских муниципальных корпораций. Колет создал принципиально новую модель грамматической школы. Она была открытой публичной школой, независимой от церковной юрисдикции, и управлялась светским органом – советом попечителей из числа купцов-мерсеров Лондона. Для содержания школы Колет передал под управление мерсеров значительные земельные владения. Образование было бесплатным. По численности учеников и педагогического персонала школа св. Павла была самой крупной в ренессансной Англии.  

Обсуждение и заключения

Обсуждение и заключения: Колет сумел творчески переработать накопленный его предшественниками опыт и интегрировать в одном учебном заведении самые прогрессивные из уже существовавших прежде элементов организации школьного образования и новые, гуманистические. Это было учебное заведение принципиально нового типа, по организации учебного процесса ставшее образцом для классических гимназий Нового времени.

Introduction

Introduction: The article is devoted to the analysis of the Renaissance model of school organization and running, the London’s grammar school of St. Paul established in 1509 at the St. Paul Cathedral by rector John Colet (1467-1519) being taken as an example. The history of the school has not yet received a worthy attention of domestic scientists. The foreign studies show the contradictory estimation of J. Colet's pedagogical activity. Analysis of the organizational basis as well as mundane life of the St. Paul’s school seems to be of critical importance for an integral picture of the development of the educational system during the Renaissance and modern age.

Material and methods

Material and methods: The source and historiographical base: the school’s Statute, English chronicles, epistolary texts, documents concerning the school building’ construction as well as the relationship establishing with the Merchant Mercers company and with the Saint Paul Cathedral’s chapter; the writings of humanists, research in the fields of personal history and the social history of education. Methods: hermeneutic analysis, historical-genetic method, paradigm-pedagogical method.

Results of the study

Results of the study: School running and everyday life in England at that time would stick to the traditional medieval forms within the clerical and city municipal corporal framework. Colet created a crucially new model of grammar school. It was an open public school independent of ecclesiastical jurisdiction and ruled by a secular body - the School Board of the Mercer-merchants  of London («Mercers Wardens and Surveyors»). To maintain the school Colet transferred the considerable land holdings under the control of the Mercers. Education was free. The St. Paul ’s grammar school was the largest one in the Renaissance England in terms of number of students and teaching staff.

Discussion and conclusions: Colet became able to thoroughly over haul his predecessors’ experience and the most progressive elements of the school organization and running that had already existed and developed some new humanistic ones in order to implement them within a whole educational body. It was a brand new educational institution in terms of organization of the educational process, which became an example for the classical gymnasiums of the modern age.

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The authors declare that there are no conflicts of interest present.