Odiseizam wrote:@noemon repeating proudly that there is continuity will not change the fact that orthodoxy didnt implement the same ancient roman model, as I've point it was filtered and not at all in full capacity as by rome or later as by humanism, in comparison You can say in theology after the Prophet Noah everybody succeeded Monotheism but everybody made own adjustments to the thruth and many went again in polytheism, that dont make them same at all!
The Roman Empire used the same educational system both in the Western and in the Eastern part, the one inherited from ancient Athens. This educational system was passed from the Byzantines to the West via Italy and France and popularised by the Freemasons of the 18th & 19th centuries.
The Educational System of the Byzantine Empire wrote:Byzantium’s surprisingly advanced educational system
The educational system of the Byzantine Empire was in large part that inherited from the Hellenistic/Roman past. During primary schooling, students were initiated in reading and writing while secondary schooling deepened their knowledge. Higher education was to be found in large cities only and from the middle Byzantine period onward almost exclusively in Constantinople and with the initiative of Emperors or high ranking officials.
Despite some initial difficulties in synthesizing the Christian religion with the Pagan literature of antiquity, the Church accepted that the study of the intellectual tradition of the ancient world was to its benefit. Gregory of Nazianzos and Basil of Great both recommended the study of classics to Christians and pointed how their legacy was beneficial to Christian readers too.
Higher Education was always a matter of individual choice and not something mandated by the state. Schools were private and parents who wanted their children to receive a good (or even average) education had to pay tuition fees (misthos or siteresion). Fees were determined by the teacher’s reputation and learning. Fees were somewhat high and there are known cases where there were legal challenges about fees owed. In the middle Byzantine period an official named prokathemenos ton pedaiuterion supervised those private schools.
Although the number of pupils is not knowN, they must have represented a small, elite proportion of the young generation. The number of highly cultivated people was small. On the other hand, elementary education was far more widespread. Wealthy women in Byzantium could get educated at home but also in schools for girls. Michael Psellos’ daughter Styliane might have went to such a school as the philosopher makes reference to her ‘fellow schoolgirls’. There was no established schedule for when children would go to schools or specific dates for starting/ending the lessons.
The primary education was known as propaideia (beginning at 6–8 yo and lasting 3 -4 years) and the schoolteacher was known as paidagogos, paidotribes, paidodidaskalos or grammatistes. Secondary education was known as enkyklios paideia (beginning at 12–14 yo and lasting at least 4 years). Responsible for this education was the grammatikos/maistor while pupils were taught by ekkritoi tes scholes (‘prefects’). The grammatikoi monitored the general progress of pupils and supervised the ekkritoi. Primary education was usually conducted in courtyards of monasteries or churches (as many of the teachers were from the clergy) while secondary education was conducted in buildings in the city center.
Primary education focused on reading, writing and arithmetic. Pupils would write exercises on schedaria (wooden tablets) or ostraca using stylus. The Psalter was the key textbook. The secondary education included the trivium of grammar, philosophy and rhetoric and the quadrivium of music, arithmetic, astronomy and geometry( 7 Liberal Arts & Sciences).
Principal textbooks were the Iliad and nine tragedies: Persians, Prometheus Bound, and Seven Against Thebes by Aischylos, Ajax, Electra and Oedipus the King by Sophokles, and Hecuba, Orestes, and Phoenician Women by Euripides. Three comedies from Aristophanes (The Frogs, Wealth and The Clouds) and Pindar, Theokritos, Demosthenes, Aischines, Xenophon, Psalms of David and poems of Gregory Nazianzos were also part of the curriculum.
Regarding grammar, the Cannons of George Choiroboskos and Theodosios of Alexandria and the Techne Grammatike (Art of Grammar) of Dionysios Thrax were popular. Rhetoric was also important, with pupils having to compose small texts on themes drawn from ancient Greece (usually mythology). Mathematics were usually taught along with astronomy. Mathematical epigrams by Metrodoros (6th century), texts by Nikomachos of Gerasa (1st — 2nd century AD) and Euclid were the basis of mathematical education. With regards to music, ancient musical theory consisted in studying the mathematical ratios that represented musical intervals, and that study of harmonic ratios was extended to cosmology. The Byzantines continued with this tradition.
Astronomy was much cultivated by the Byzantines. Byzantine astronomy can be divided into two strands; the Ptolemean tradition and the adoption of various foreign astronomical tables (Arabic, Persian, Latin and Jewish). The Ptolemaic tradition was based on his work Almagest and on Theon of Alexandria, whose commentaries on Ptolemy were widely used. Theon’s book was, according to the author, ‘astronomy for dummies’ and with its clear explanations and examples allowed anyone to use Ptolemy’s tables without having to understand the difficult geometrical grounds of Ptolemy’s astronomy. The eleventh century was the most important for Byzantine astronomy. Aside from books based on the Ptolemaic tradition, one can find good knowledge of Islamic astronomy. In 1062, a Byzantine astrolabe was created for a man of Persian origins. The destruction brought upon by the Fourth Crusade caused a rapture in that scientific advance and the Islamic works disappeared from Byzantium until the late thirteenth century, when Constantinople had been recovered. Among the renewers of Ptoleamic astronomy in that new period was Theodore Metochites with his enormous work Astronomike Stoicheiosis (Astronomic Elements). Nikephoros Gregoras, pupil of Metochites, was able to use Ptolemaic astronomical tables to predict solar and lunar eclipses. Barlaam of Calabria was also skilled in astronomy and able to calculate the solar eclipses of 1333 and 1337. During this period, Persian astronomy was introduced in Byzantium.
Bonds could develop between students and teachers and pupils sometimes brought gifts to their teachers such as food (honey, fish, wine, etch). Teachers could also help their students after finishing school, helping them take positions in the Byzantine bureaucracy. Byzantium had a large administrative machinery that had to be staffed by educated men: in this regard, it somewhat resembled the dynastic empires of China. It is by no accident that the most important literati/scholars of Byzantium also were career bureaucrats.
The state did sometimes intervene in attempts to impose control on higher education. Theodosius II in 425 founded the Pandidakterion, which was meant to help equip young men with the knowledge necessary to enter the Byzantine bureaucracy. It had 31 professors, most of whom taught Latin and Greek. Higher education schools also existed in Berytus, Athens, Antioch, Alexandria and other major cities. Later on, in 855, Caesar Bardas established a higher school at Magnaura.
Constantine VII in the tenth century supported a series of schools: he himself was an accomplished scholar, among his works being De Ceremoniis (“On Ceremonies” — Περί τῆς Βασιλείου Τάξεως), describing court ceremonies, De Administrando Imperio (“On the Administration of the Empire” — Προς τον ίδιον υιόν Ρωμανόν), giving political advice to his son Romanos and Vita Basilii (“Life of Basil” — Βίος Βασιλείου), a biography of the founder of the Macedonian Dynasty, Basil I. He was a passionate collector of books and manuscripts.
Emperor Constantine IX (reigned 1042–1055) established two higher education schools, the Didaskaleion ton Nomon (legal school), under John Xiphilinos, and the School of Philosophy under Michael Psellus. Under the Komnenian Dynasty (1081–1185), higher education was reorganized by the central government. A Patriarchal Academy was established with series for rhetoric, philosophy, theology, and Scripture, with twelve teachers appointed by the Patriarch. After 1204, it was the Church that provided infrastructure for higher education.
Encyclopedia Britannica-Byzantine Education wrote:Stages of education
There were three stages of education. The basic skills of reading and writing were taught by the elementary-school master, or grammatistes, whose pupils generally ranged from 6 or 7 to 10 years of age. The secondary-school master, or grammatikos, supervised the study and appreciation of Classical literature and of literary Greek—from which the spoken Greek of everyday life differed more and more in the course of time—and Latin (until the 6th century). His pupils ranged in age from 10 to 15 or 16. Next, the rhetorician, or rhētor, taught pupils how to express themselves with clarity, elegance, and persuasiveness, in imitation of Classical models. Speaking style was deemed more important than content or original thinking. An optional fourth stage was provided by the teacher of philosophy, who introduced pupils to some of the topics of ancient philosophy, often by reading and discussing works of Plato or Aristotle. Rhetoric and philosophy formed the main content of higher education.
Elementary education was widely available throughout most of the empire’s existence, not only in towns but occasionally in the countryside as well. Literacy was therefore much more widespread than in western Europe, at least until the 12th century. Secondary education was confined to the larger cities. Pupils desiring higher education almost always had to go to Constantinople, which became the cultural centre of the empire after the loss to the Muslim Arabs of Syria, Palestine, and Egypt in the 7th century. Monasteries sometimes had schools in which young novices were educated, but they did not teach lay pupils. Girls did not normally attend schools, but the daughters of the upper classes were often educated by private tutors. Many women were literate, and some—such as the hymnographer Kasia (9th century) and the historian-princess Anna Comnena (1083–c. 1153)—were recognized as writers of distinction.
Elementary-school pupils were taught to read and write individual letters first, then syllables, and finally short texts, often passages from the Psalms. They probably also learned simple arithmetic at this stage. Teachers had a humble social status and depended on the fees paid by parents for their livelihood. They usually held classes in their own homes or on church porches but were sometimes employed as private tutors by wealthy households. They had no assistants and used no textbooks. Teaching methods emphasized memorization and copying exercises, reinforced by rewards and punishments.
The secondary-school teacher taught the grammar and vocabulary of Classical and ecclesiastical Greek literature from the Hellenistic and Roman periods and explained the elements of Classical mythology and history that were necessary for the study of a limited selection of ancient Greek texts, mainly poetry, beginning with Homer. The most commonly used textbook was the brief grammar by Dionysius Thrax; numerous and repetitive later commentaries on the book were also frequently used. From the 9th century on, these books were sometimes supplemented with the Canons of Theognostos, a collection of brief rules of orthography and grammar. The grammatikos might also make use of anonymous texts dating from late antiquity, which offered word-by-word grammatical explanations of Homer’s Iliad, or of similar texts on the Psalms by Georgius Choiroboscos (early 9th century). Pupils would not normally possess copies of these textbooks, since handwritten books were very expensive, but would learn the rules by rote from their teacher’s dictation. Beginning in the 11th century, much use was made in secondary education of schedē (literally, “sketches” or “improvisations”), short prose texts that often ended in a few lines of verse. These were specially written by a teacher to illustrate points of grammar or style. From the early 14th century on, much use was also made of erotemata, systematic collections of questions and answers on grammar that the pupil learned by heart.
Secondary schools often had more than one teacher, and the older pupils were often expected to help teach their juniors. Schools of this kind had little institutional continuity, however. The most lasting schools were those conducted in churches.
And the same is true for Roman law. The Church always lived under the control of a secular state.
The Roman Empire(both western & eastern) was always a Secular State
under which the Christian Church was totally and entirely subsumed.https://en.wikipedia.org/wiki/Corpus_Juris_CivilisEcclesia vivit lege Romana.
The Church lives under Roman Law.
The same is true for Roman education
which was always secular, widespread at elementary level and focused on the Greco-Roman Classics & the 7 Liberal Arts & Sciences which is what the Freemasons worship
So if this kind of eschatology were to be true, then you should know that this has already happened ever since Christianity became the official religion of the Roman Empire.
Second, if the freemasons are the agents who put religions under Greco-Roman Secular authority then in Roman times they would have been called the Soldiers of Christ, which is something they call themselves anyway via the Knight's Templar Order and their use of the double-headed Eagle.
If anything, arguing against Roman Secular law, Education and Christianity is what would be 'heretical' as per the canon of the Roman Empire and the One, Holy, Catholic and Apostolic Church.Orthodox
and Catholic schools
take pride in being leaders at teaching students the 7 Liberal Arts & Sciences.
As do Protestant and Anglican schools
and as do the British grammar schools
that are considered the world's finest(Eton, Gresham, Aberdeen, Cambridge, Oxford, etcetera).
What do you
want to teach the world instead of the 7 Liberal Arts and Sciences?
How to jihad?
Because your calls of "heresy" have that single purpose alone.Lastly, I'm very interested to know how is the Russian church allegedly not totally subsumed under the Russian state?
Or how is it different than the rest of the West?
What is Liberal Arts Education at University Level wrote:Though the concept of the Liberal Arts originates in Europe, today it’s much less prevalent than in the US – though in recent years liberal arts degrees have become more widely available. At the moment less than half of European countries have liberal arts colleges or universities with a liberal arts degree program; namely Bulgaria, Belgium, Estonia, France, Germany, Greece, Hungary, Italy, Lithuania, the Netherlands, Poland, Russia, Slovakia, Sweden, Switzerland and the UK.
EN EL ED EM ON
...take your common sense with you, and leave your prejudices behind...