Sedam slobodnih veština

Sedam slobodnih veština (12. vek)

U srednjem veku, izraz sedam slobodnih veština (lat. septem artes liberales) koristio se da označi obrazovni program koji su pohađali sveštenici pre nego što bi se priključili univerzitetskim studijama. U opštem slučaju, slobodne veštine su obuhvatale one aktivnosti koje su zahtevale isključivo intelektualni napor, za razliku od „mehaničkih veština“ koje su tražile upotrebu fizičke snage. U savremenom obrazovanju, slobodne veštine podrazumevaju izučavanje književnosti, stranih jezika, filozofije, istorije, matematike, i nauke.

Istorija

Više škole u Rimskom carstvu bile su otvorene za svakoga ko je mogao da plati školarinu i dobijale su veliku novčanu pomoć od države. Njihov zadatak bio je da obučavaju pravnike i druge službenike. Zato se u njima najviše polagalo na učenje ubedljivog javnog govora pa su nazvane retorskim školama.

U njima se izučavalo sedam slobodnih veština: gramatika, retorika, dijalektika, geometrija, matematika, astronomija i muzika. Boecije je podelio ove veštine u dve grupe tako da prve tri čine tropuće (trivium) a preostale četiri čine četvoropuće (quadrivium).

Rimske škole nestale su ubrzo nakon pada Rimskog carstva u svim delovima Evrope. Međutim, u Italiji one su nastavile da se razvijaju. Tamo je rimsko pravo ostalo na snazi i pravnici su se dalje obučavali u retorskim školama. Ove škole takođe su obrazovale i profesionalne pisce pisama koji su opsluživali nepismeno stanovništvo. Način rada kao i predmeti koji su se izučavali u ovim školama poslužili su kao izvor za crkvene škole koje su se postepeno razvijale u ostalim delovima zapadne Evrope.

Podela na sedam slobodnih veština potiče iz ranosrednjovekovnog traktata Marcijana Kapele Mistično Venčanje Filologije i Merkura (De nuptiis Philologiae et Mercurii, 400–439), a za njihovo grupisanje u trivijum i kvadrivijum (u VI veku) zaslužni su Kasiodor i Boetije. Zahvaljujući spisima Bede Prečasnog (Venerabilisa) i Isidora iz Sevilje kurikulum koji se bazira na slobodnim veštinama uvodi se u manastirske škole (naročito u Britaniji). Polazeći sa stanovišta da je izučavanje slobodnih veština preduslov za razumevanje hrišćanske doktrine, engleski monah Alkuin je na toj osnovi razvio program dvorske škole Karla Velikog u Ahenu (kraj VIII veka) i tako uspostavio most između antičke kulture i srednjovekovnih univerziteta. Značajan doprinos razvoju slobodnih veština dao je i Gerbert iz Orijaka (papa Silvestar II) koji je tokom boravka u Španiji (druga polovina X veka) proučavao arabljanske matematičke spise; na osnovu tih znanja on je unapredio do tada relativno zapostavljene discipline kvadrivijuma.

Sastav obrazovnih programa

• Tropuće:
  • Gramatika - čitanje i pisanje na latinskom jeziku
  • Retorika - izučavanje hrišćanske retore (npr. Jovan Zlatousti) i podučavala je nadovezivanju reči u govoru, tj. tečnom govoru i izražavanju
  • Dijalektika- slična današnjoj logici kao nastavnom predmetu
• Četvoropuće:
  • Aritmetika - podučava četiri osnovne računske operacije
  • Geometrija - važna za arhitekturu
  • Astronomija - važna za izračunavanje praznika
  • Muzika - crkvena muzika

Slobodne veštine u likovnim umetnostima

U likovnim umetnostima najčešće se prikazuje sedam slobodnih veština. Tokom čitavog srednjeg veka, kao i u kasnijim periodima, slobodne veštine se obično prikazuju kao ženske figure sa atributima. Struktura tih personifikacija ustanovljena je već u pomenutom spisu Marcijana Kapele. Karakter atributa se vremenom menjao. Oni su se ponekad svodili na instrumente koji se koriste u određenoj disciplini – lenjiri i šestari za geometriju, durbin ili neka druga sprava za posmatranje zvezda za astronomiju, različiti muzički instrumenti za muziku i sl. (minijatura iz knjige Hortus deliciarum Herade iz Landsberga, XII vek) – a ponekad su počivali na složenim literarnim alegorijama karakterističnim za određeno vreme i sredinu; ova druga tendencija karakteristična je za predstave slobodnih veština u poznom srednjem veku, renesansi i baroku. U funkciji atributa javljale su se i čuvene ličnosti iz antičkog sveta ili bliže prošlosti: na Kraljevskom portalu katedrale u Šartru (XII vek), pored personifikacija slobodnih veština prikazan je i po jedan istaknuti predstavnik svake od sedam disciplina (Kvintilijan za dijalektiku, Gerbert iz Orijaka za aritmetiku, Ptolomej za astronomiju itd.). Personifikacije slobodnih veština prikazuju se kao niz pojedinačnih figura (Đovani Pizano, predstave slobodnih veština na propovedaonici katedrale u Pizi, 1302–1310; Đovani del Bjondo, Sedam slobodnih veština, druga polovina XIV veka, Madrid, Prado; bakrorezi H. Z. Behama, XVI vek), u okviru složenijih kompozicija (Botičeli, Mladić se upoznaje sa sedam slobodnih veština, Pariz, Luvr) ili složenih ikonografskih programa (gotički portali katedrala u Šartru i Sensu, kraj XII veka; B. Pinturikijo, predstave u Bordžijinim odajama u Vatikanu, 1492–1495).

Literatura

• Verdier, Ph. (1969). „L’iconographie des Arts Libéraux dans l’Art du Moyen Age jusqu’ à la Fin du Quinzième Siècle”. Arts Libéraux et Philosophie au Moyen Age: Actes du Quatrième Congrès International de Philosophie Médiévale. Montreal, Paris: Université de Montréal; Institut d'études médiévales; J. Vrin. 
• Lautier, C. (1998). „Les Arts libéraux de la ‘librairie’ capitulaire de la cathédrale de Chartres”. Ur.: Cothren, Michael; Shepard, Mary. Essays on Stained Glass in Memory of Jane Hayward (1918–1994). Gesta. 37/2. Internatl. Ctr. Medieval Art. str. 211—216. 
• Waddel, Helen (2000). The Wandering Scholars of the Middle Ages. Dover Publications. str. 25. ISBN 978-0486414362. 
• Abelson, Paul (1906). The Seven Liberal Arts: A Study in Mediæval Culture. Teachers' College, Columbia University. 
• Koch, Josef (1959). Artes Liberales: Von Der Antiken Bildung Zur Wissenschaft Des Mittelalters. Brill Archive. ISBN 978-90-04-04738-9. 
• Wagner, David Leslie (1983). The Seven liberal arts in the Middle Ages. Indiana University Press. ISBN 978-0-253-35185-2. 
• Kacher, Gina (2015). Die Darstellung der septem artes liberales und ihre Umsetzung am Campanile in Florenz. GRIN Verlag. ISBN 978-3-656-88362-3. 
• Castle, E.B. (1969). Ancient Education and Today. 
• Curtius, Ernst Robert (1973) [1948]. European Literature and the Latin Middle Ages. Prevod: Trask, Willard R. Princeton: Princeton University Press. ISBN 9780691097398. 
• Griffiths, Fiona J. (2011). The Garden of Delights: Reform and Renaissance for Women in the Twelfth Century. University of Pennsylvania Press. ISBN 9780812202113. 
• Kimball, Bruce A. Orators and Philosophers: A History of the Idea of Liberal Education. College Board, 1995.
• Lausberg, H. (1998). Handbook of Literary Rhetoric. 
• Michael, William (2020). „The Virgin Mary and the Classical Liberal Arts”. Classical Liberal Arts Academy. 
• Tidbury, Iain (5. 8. 2019). „Liberal Arts Education by and for Women”. Liberal Arts. Pristupljeno 5. 8. 2019. CS1 održavanje: Format datuma (veza)
• Tubbs, Nigel (2014). Philosophy and Modern Liberal Arts Education: Freedom is to Learn. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. ISBN 978-1-137-35891-2. OCLC 882530818. 
• Waddell, Helen (1968). The Wandering Scholars. 
• Wagner, David Leslie (1983). The Seven liberal arts in the Middle Ages. Indiana University Press. ISBN 978-0-253-35185-2. 
• Anders, George (2019). You Can Do Anything: The Surprising Power of a "Useless" Liberal Arts Education. Back Bay Books. ISBN 978-0316548885. 
• Barzun, Jacques. The House of Intellect, Reprint Harper Perennial, 2002.
• Blaich, Charles, Anne Bost, Ed Chan, and Richard Lynch. "Defining Liberal Arts Education." Center of Inquiry in the Liberal Arts, 2004.
• Blanshard, Brand. The Uses of a Liberal Education: And Other Talks to Students. (Open Court, 1973. ISBN 0-8126-9429-5)
• Friedlander, Jack. Measuring the Benefits of Liberal Arts Education in Washington's Community Colleges. Los Angeles: Center for the Study of Community Colleges, 1982a. (ED 217 918)
• Grafton Anthony and Lisa Jardine. From Humanism to the Humanities: The Institutionalizing of the Liberal Arts in Fifteenth- and Sixteenth-century Europe, Harvard University Press, 1987.
• Guitton, Jean. A Student's Guide to Intellectual Work, The University of Notre Dame Press, 1964.
• Highet, Gilbert. The Art of Teaching, Vintage Books, 1950.
• Joseph, Sister Miriam. The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric. Paul Dry Books Inc, 2002.
• Kimball, Bruce A. The Liberal Arts Tradition: A Documentary History. University Press Of America, 2010.
• T. Kaori Kitao; William R. Kenan, Jr. (27. 3. 1999). The Usefulness Of Uselessness (PDF). Keynote Address, The 1999 Institute for the Academic Advancement of Youth's Odyssey at Swarthmore College. Arhivirano iz originala (PDF) 2. 10. 2008. g. CS1 održavanje: Format datuma (veza)
• McGrath, Charles. "What Every Student Should Know", New York Times, 8 January 2006.
• Parker, H. "The Seven Liberal Arts," The English Historical Review, Vol. V, 1890.
• Pfnister, Allan O. (1984). „The Role of the Liberal Arts College: A Historical Overview of the Debates”. The Journal of Higher Education. Ohio State University Press. 55 (2): 145—70. ISSN 1538-4640. JSTOR 1981183. doi:10.2307/1981183. 
• Reeves, Floyd W. (1930). „The Liberal-Arts College”. The Journal of Higher Education. Ohio State University Press. 1 (7): 373—80. ISSN 1538-4640. JSTOR 1974170. doi:10.2307/1974170. 
• Ruckdeschel, Christopher. On the Nature of the Classical Liberal Arts, Bookbaby, 2019.
• Saint-Victor, Hugh of. The Didascalicon, Columbia University Press, 1961.
• Schall, James V. Another Sort of Learning, Ignatius Press, 1988.
• Seidel, George J. (1968). „Saving the Small College”. The Journal of Higher Education. Ohio State University Press. 39 (6): 339—42. ISSN 1538-4640. JSTOR 1979916. doi:10.2307/1979916. 
• Sertillanges, A. G. The Intellectual Life, The Catholic University of America Press, 1998.
• Tubbs, N. (2011) "Know Thyself: Macrocosm and Microcosm" in Studies in Philosophy and Education Volume 30 no.1
• Winterer, Caroline. The Culture of Classicism: Ancient Greece and Rome in American Intellectual Life, 1780–1910. Baltimore: Johns Hopkins University Press, 2002.
• Wriston, Henry M. The Nature of a Liberal College. Lawrence University Press, 1937.
• Zakaria, Fareed. In Defense of a Liberal Education. New York: W.W. Norton & Company, 2015.

Spoljašnje veze

• The Seven Liberal Arts (jezik: engleski)
•  „Arts, Liberal”. New International Encyclopedia. 1905.  Definition and short history of the Seven Liberal Arts from 1905.
• Fr. Herve de la Tour, "The Seven Liberal Arts", Edocere, a Resource for Catholic Education, February 2002. Thomas Aquinas's definition of and justification for a liberal arts education.
• Otto Willmann. "The Seven Liberal Arts". In The Catholic Encyclopedia. New York: Robert Appleton Company, 1907. Retrieved 13 August 2012.] "[Renaissance] Humanists, over-fond of change, unjustly condemned the system of the seven liberal arts as barbarous. It is no more barbarous than the Gothic style, a name intended to be a reproach. The Gothic, built up on the conception of the old basilica, ancient in origin, yet Christian in character, was misjudged by the Renaissance on account of some excrescences, and obscured by the additions engrafted upon it by modern lack of taste… That the achievements of our forefathers should be understood, recognized, and adapted to our own needs, is surely to be desired."
• Andrew Chrucky (1 September 2003). "The Aim of Liberal Education". "The content of a liberal education should be moral problems as provided by history, anthropology, sociology, economics, and politics. And these should be discussed along with a reflection on the nature of morality and the nature of discussions, i.e., through a study of rhetoric and logic. Since discussion takes place in language, an effort should be made to develop a facility with language."
• "Philosophy of Liberal Education" A bibliography, compiled by Andrew Chrucky, with links to essays offering different points of view on the meaning of a liberal education.
• Mark Peltz, "The Liberal Arts and Leadership", College News (The Annapolis Group), 14 May 2012. A defense of liberal education by the Associate Dean of Grinnell College (first appeared in Inside Higher Ed).
• "Liberal Arts at the Community College" Arhivirano na sajtu Wayback Machine (28. novembar 2020), an ERIC Fact Sheet. ERIC Clearinghouse for Junior Colleges Los Angeles
• "A Descriptive Analysis of the Community College Liberal Arts Curriculum" Arhivirano na sajtu Wayback Machine (28. novembar 2020). ERIC Clearinghouse for Junior Colleges Los Angeles
• The Center of Inquiry in the Liberal Arts. Website about The Wabash Study (for improving liberal education). Sponsored by the Center of Inquiry in the Liberal Arts at Wabash College (Indiana), the Wabash Study began in the fall of 2010 – scheduled to end in 2013. Participants include 29 prominent colleges and universities.
• Academic Commons. An online platform in support of the liberal education community. It is a forum for sharing practices, outcomes, and lessons learned of online learning. Formerly sponsored by the Center of Inquiry in the Liberal Arts, The Academic Commons is hosted by the National Institute for Technology in Liberal Education ("NITLE".).
• The Liberal Arts Advantage – for Business. Website dedicated to "Bridging the gap between business and the liberal arts". "A liberal arts education is aimed at developing the ability to think, reason, analyze, decide, discern, and evaluate. That's in contrast to a professional or technical education (business, engineering, computer science, etc.) which develops specific abilities aimed at preparing students for vocations."
• Video explanation by Professor Nigel Tubbs of liberal arts curriculum and degree requirements of Winchester University, UK.. "Liberal arts education (Latin: liberalis, free, and ars, art or principled practice) involves us in thinking philosophically across many subject boundaries in the humanities, the social and natural sciences, and fine arts. The degree combines compulsory modules covering art, religion, literature, science and the history of ideas with a wide range of optional modules. This enables students to have flexibility and control over their programme of study and the content of their assessments."