Quintilian’s Underlying Educational Programme

Bibliographic Data

ID23458259
AuthorsMarc van der Poel (Radboud University Nijmegen, corresponding author)
Year2021
Pages80-100
Publication date2021-12-08
Peer ReviewedYes
Open AccessNo
TypeCHAPTER
VenueOxford Handbook of Quintilian (SOURCE_BOOK)
PublisherOxford University Press (PUBLISHER • GB)
DOI10.1093/oxfordhb/9780198713784.013.5
OpenAlexW4200114550
ISBN9780198713784
LanguageEN
References cited12

This chapter discusses the educational programme presented in Books 1, 2, and 10 of the Institutio, in connection with Quintilian’s view that rhetoric is a virtue and his pedagogical principles, which not only constitute the foundation of his review of the curricula of grammar and rhetoric, but also inform his discussion of rhetoric in the entire work. The Roman ideal of the perfect orator is central to Quintilian’s ideas on education, but these are nevertheless firmly rooted in reality, nourished by his own teaching experience and aimed at the practical goal of improving the education of the orator. Two important concerns of Quintilian about current practices are the pupil’s transition from the grammaticus to the rhetor, especially the relinquishing by rhetors of certain aspects of their duties, and school declamation. More generally, Quintilian voices indirect but unmistakable criticism of contemporary society and culture, for instance when he speaks about the decadent lifestyle in households or expresses moral judgements about effeminacy and licentiousness in epideictic performances. On the other hand, Quintilian is not a moralist or an unworldly idealist, but rather an inspired pedagogue and a retired orator with a passion for good oratory. His main audiences seem to be the grammatici and rhetors of Rome, to whom he presents clear educational principles and didactic advice, and trainee orators and young adult orators, to impress upon them the purposes of the orator and his art.

Mathematics education · Political science · Sociology · American Constitutional Law and Politics · Classical Antiquity Studies · Psychology

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