RESULTS OF EDUCATIONAL INITIATIVES OF COURT RENAISSANCE THINKERS IN THE CONNECTION OF THE PROBLEM OF EDUCATION OF THE “IDEAL RULER”

Abstract

The article is devoted to the coverage of the results of pedagogical initiatives of Renaissance thinkers in the context of the problem of educating the “ideal ruler”. In addition to the theoretical development of the image of the “ideal ruler” and ideas for his upbringing, humanists had the opportunity to directly participate in the upbringing of children of nobles in the XIV – XVIth centuries. Thus, the article analyzes the best practices of elite education of the Late Middle Ages according to the author’s methods of court humanists. An important aspect of monitoring the effectiveness and reality of the measures taken by humanists to form the personality of the leader is the characterization of those historical personalities and their biographies with which they were in a “teacher-pupil” relationship. The article traces the results of the educational influences of Renaissance philosophers and educators through the study of the future fate of European authorities, through prosopographic and archontological special-historical methods of scientific knowledge. The imagological approach made it possible to assert that the experience gained by humanist educators in “nurturing statesmen from diapers” had both its achievements (for example, Philip IV the Beautiful and Sigismund Augustus) and its defeats (for example, Ferdinand of Aragon and Mary Tudor). The idea of educating the ruler with their practical Renaissance embodiment in a specific product – the formed personality of a statesman, is an important component of justifying the need to educate modern leaders.