Connection of Critical Thinking Theory with Erasmus Roterodamus’s Thoughts about Education

Erazmo Roterdamski smatrao je da obrazovanje djece treba započeti u ranoj dobi. Da bismo što bolje razumjeli Erazmove teorije o odgoju, u članku se analizira Erazmov pojam eruditio, ali i ostali pojmovi kao što su: ratio, usus i philosophia. Ukazuje se na zanimljivu poveznicu koja se može povući između suvremenog pojma kritičkog mišljenja i Erazmova pojma eruditio. Isto tako, za razumijevanje Erazmova poimanja odgoja (ali i povezanosti njegove teorije sa suvremenim teorijama kritičkog mišljenja) analiziran je Erazmov opis karakteristika dobrog učitelja. Navedeni opis dobrog učitelja, u nekim aspektima, povezuje Erazma sa suvremenim teoretičarima (i praktičarima) kao što su John Dewey i Oscar Brenifier. Erazmo za rano uvježbavanje zaključivanja nudi basne, vježbe jezika i poslovice, kao što je slučaj i kod suvremenih teoretičara i praktičara kritičkog mišljenja te filozofije s djecom.Desiderius Erasmus considered that the education of children has to start at an early age. To get a better understanding of Erasmus’ theories about the education, this paper analyses the use of his term eruditio, but also the use of terms such as ratio, usus and philosophia. The aim is to point out the interesting link between the contemporary understanding of critical thinking and Erasmus’ concept of eruditio. Furthermore, for a better understanding of his perception of education (but also of the connection of his theory with contemporary theories of critical thinking), we analyse Erasmus’ description of characteristics of a good teacher. Here mentioned description of a good teacher, in some aspects, link Erasmus with contemporary theorists (and practitioners) such as John Dewey and Oscar Brenifier. As early training and practice for the development of a proper inference, Erasmus suggests fables, language exercises and proverbs, which is similar to what contemporary theorists and practitioners of critical thinking and philosophy with children do

Desiderius Erasmus Contribution to Critical Thinking Theory

Cilj ovog rada je dovesti u vezu Erazmovu misao s teorijom kritičkog mišljenja. Autor nas na početku upoznaje općenito s teorijom kritičkog mišljenja, preko dva djela Johna Deweya. Potom razmatra što Erazmo misli o početku obrazovanja djece u ranoj dobi i u tome vidi poveznicu s Deweyevom teorijom. Nadalje analizira kako Erazmo shvaća pojam eruditio, ali i ostale pojmove kao što su: ratio, usus, philosophia, te promatra u kakvom su odnosu i zaključuje kako je pojam eruditio na tragu današnjeg pojma kritičkog mišljenja. Zatim iznosi Erazmov stav kakve bi trebale biti karakteristike dobrog učitelja, te u tome vidi, u nekim aspektima, sličnost s Oscarom Brenifierom i Johnom Deweyem. Nadalje, traži kako započeti kritičko promišljanje, i dolazi do zaključka da Erazmo kao povode nudi basne, vježbe jezika i poslovice. Na kraju autor pronalazi elemente kritičkog mišljenja u djelu Pohvala ludosti, s obzirom da djelo nudi satirički kritički osvrt na društvo njegovog doba. Tu povlači zaključke kako se tu mogu pronaći neki elementi kritičkog mišljenja koje je kasnije prepoznao Francis BaconAim of this work is connect Erasmus thought with theory of critical thinking. At the beginning author introduce us with critical thinking theory in general, through two works of John Dewey. After that he consider what Erasmus think of early-age education and in that he sees link with Dewey’s theory. Further he analyzes how Erasmus understand notion eruditio, also what ratio, usus and philosophia means for him, after which he is looking for the relations between these terms. Author comes to conclusion that meaning of the notion eruditio is similar with nowadays understanding of critical thinking. He then outlines Erasmus’ attitude as to what the characteristics of a good teacher should be, and in this he sees, in some respects, a resemblance to Oscar Brenifier and John Dewey. Furthermore, he seeks how to begin to think critically, and concludes that Erazmo offers as a pretext fables, language exercises and proverbs. In the end, the author finds elements of critical thinking in The Praise of Folly, since the work offers a satirical critical reflection on the society of his time. Author draws conclusions that some elements of critical thinking, later recognized by Francis Bacon, can be found here