QUINTILIAN

1.EDUCATIONAL THEORY
2.PHILOSOPHY OF EDUCATION

GA – 1001 ADVANCED PHILOSOPHY

OF EDUCATION
 Quintilian (ca. 35-ca. 99)
was a Roman rhetorician and
literary critic. His influence on
rhetoric, literary criticism, and
educational theory was profound.
Birth of Quintilian
Marcus Fabius Quintilianus (Quintilian) was born
c. A.D. 35 in Calagurris, Spain.

Training
Quintilian went to Rome when he was about 16.
The orator Domitiuis Afer (d. A.D. 59), who held office
under Tiberius, Caligula, and Nero, taught him. After his
teacher's death, he returned to Spain.
Quintilian and the Roman Emperors
Quintilian returned to Rome with emperor-to-be
Galba, in A.D. 68. In A.D. 72, he was one of the rhetoricians to
receive a subsidy from Emperor Vespasian.

Illustrious Pupils
Pliny the Younger was one of Quintilian's
students. Tacitus and Suetonius may also have been his
students. He also taught Domitian's two grandnephews.
Public Recognition
In A.D. 88, Quintilian was made the head of the
"first public school of Rome”

The Death of Quintilian

When Quintilian died is unknown, but it is
thought to have been prior to A.D. 100.
What are Quintilian’s educational
theory?
 1. Theory of Value.
 Knowledge where equally important and that speaking, writing and
reading were the most dominant of skills.
 Illustrated that talent , good health and valuable attributes are of
no profit without a skilled teacher , persistence in study and much
continued practice in reading ,writing and speaking
 Learning to speak well was so important.
 Create the perfect orator and an upstanding citizen in every facet of
everyday life.
 To cultivate an individual above the basic standards of nature.
2.Theory of knowledge
 Knowledge was not inherent and could only be acquired through
proper education , that is knowledge exist but must be obtained
proper training and learning.
 utilizing materials to avoid mistakes in order to build on progress
 Described the motives of both right and wrong actions.
3. Theory of Human Nature
The human being, according to Quintilian, was a
model of the gods whose soul was a product of heaven and whose
mind was meant for reason and learning. He stated that reason was
"natural to man: as birds are born for flying, horses for speed,
beasts of prey for ferocity, so are we for mental activity and
resourcefulness. Multiple factors defined a man in the time of
Quintilian. In the seventh chapter of his third book, he declared
that "before the man's life will come country, parents and
ancestors" and that the "praise of this man must be based on mind,
body and external circumstances.
4. Theory of Learning
Quintilian believed that learning was the acquisition
of knowledge and its associated abilities and competently
committing them to memory. He stated that children must begin
learning at an early age for "the elements of reading and writing are
entirely a matter of memory" which is at "it's most retentive" during
childhood. Memory is an important trait and is the key feature of
learning according to Quintilian, and he felt that there was nothing
more important than "practice for nourishing and strengthening it.
Adding to the importance of rehearsal, he later stated that "continual
practice...is in fact the most effective way of learning.
V. Theory of Transmission
Quintilian believed that the teacher was one of the most important elements in
a child's life, and that everyone plays a role. From birth, all those that have any
type of contact with the child impact the child's education. In their formative
years, which Quintilian believed to be before the age of seven Book, the child is
learning from his family, nurses, 'paedagogi' (slaves responsible for the "early
training and behavior" and peers. The teacher was to play a more important
role in the lives of children and their education more so than any other
influence, for Quintilian believed that the teacher's obligation was to both
"foster the good qualities he finds in each of the students, and, so far as
possible, to make good of their deficiencies, and correct or change some of
their characteristics...he is the guide and molder of the minds of others"
VI. Theory of Society
Quintilian deals little with defining what society is, or what the ideal society should be, but does provide a
glimpse as to how the orator must be as a member of society and how important the spread of certain
cultural aspects are. Clabaugh and Rozycki (2007) explained that socialization is a "process of cultural
transmission" which consists of a "system of shared meanings, language, customs, values, ideas and
material goods" (p. 13). During the time of Quintilian, Roman culture was paramount, and was the basis
for a large percentage of the western world. Quintilian believed that the important aspects of society
revolved around language, morals and education as well as interaction during the education. Quintilian
considered the orator to be a man of "not only exceptional powers of speech, but all the virtues of
character as well" (Russell, 2001, p. 57, Book I). He further added that the philosophers were not the men
to be left in charge of placing any moral code on society, but the orator was "fit for management of public
and private business, and can guide cities by his counsel, give them firm basis by his laws, and put them
right by his judgments"; he further added that orators "are often obliged to speak of justice, courage,
temperance and the like" (Ibid., p. 57, Book I).
VII. Theory of Opportunity
Quintilian placed emphasis on the education of boys and spoke of the paternal importance echoed in the
time of the Roman Empire. He began his book by stating: "as soon as his son is born, the father should
form the highest expectations of him" (Ibid., p. 65, Book I). Quintilian never mentioned the education of
females except for when he wished "for the parents to be as highly educated as possible" (Ibid., p. 67, Book
I). When the education of the future orator was at hand, Quintilian felt that all around him from his
parents, 'paedagogi', slaves, and nurses were to be as highly educated as possible. He also believed that
'slaves' had an opportunity to be educated, but felt that this 'lower class' "scorn to give up the role of
instructor and, conceiving that they have a certain title to authority (a frequent source of vanity in this
class of persons) become imperious and sometimes even brutal teachers of their own foolishness"
8.      Theory of Consensus
When addressing disagreements, Quintilian pointed
to the tool of argument, which is necessary to the orator. He felt that
it was unnecessary to explain the root of disagreement for it was "a
waste of time...it is pretty obvious what should be said against
injustice, avarice... and to say everything about all these is an infinite
task, just as infinite as trying to expound all the Questions,
Arguments and Thoughts involved in everyday controversy. When
discussing the use of argument, Quintilian asks "how can doubtful
propositions be proved by doubtful propositions"; answering "some
things which we adduce to prove something else need to be proved
themselves. This means that all evidence in the court case must be in
agreement and that any refutation is subject to uncertainty.
 PHILOSOPHY OF EDUCATION

Quintilian believed that knowledge was not inherent and could

only be acquired through proper education; that
is, knowledge exists, but must be attained through proper training
and learning. Quintilian believed that the proper training one must
undertake to possess knowledge is the art of oratory.
Sources:
Beckner, W., Dumas, W. (1970). American Education: Foundations and
Superstructure. Scranton, PA: International Textbook Company.
Clabaugh, G., Rozycki, E. (2007). School and Society: A Systemic View.
Oreland, PA: New Foundations Press
Gwynn, A. (1964). Roman Education: from Cicero to Quintilian. New
York: Russell and Russell.
Kennedy, G. (1969). Quintilian. New York: Twayne.
Mayer, F. (1967). The Great Teachers. New York: The Citadel Press.
Pascal, N. (Apr. - May, 1984) "The Legacy of Roman Education". The
Classical Journal, Vol. 79, No. 4, pp. 351-355