Ancient Learning Research Articles

Ancient Indian Education: It’s Relevance and Importance in the Modern Education System

Purpose: India has a rich tradition of education and learning right from ancient times and especially during the Renaissance period, the Golden Age of Indian Culture. The major three achievements in education, during this period were the decimal system, the great Sanskrit epics, and the contribution to the sciences of astronomy, mathematics, and metallurgy. The four Vedas, i.e., the Rigveda, Yajurveda, Samaveda, and the Atharvaveda were configured through ideals, practices, and conducts. The doctrine of action (Karma) occupies a very significant place in the Indian system of education and has evolved during the transition from ancient to modern education. Two methods of teaching were being practiced during the Vedic period. First, the verbal/oral method, and the second based on thinking (Chintan). Current higher education has shown trends of multidisciplinary approaches along similar lines. NEP 2020 also suggests a multidisciplinary approach. Bloom’s Taxonomy defines three domains of learning, cognitive, affective, and psychomotor. The ancient education system is also based on the three domains, to develop higher-order learning by building up the lower-level cognitive skills. Approach: The exploratory study based on secondary published research articles on the education system in India, seeks to interpret extant academic research on the relevance of the ancient education system in modern multidisciplinary education. Findings: The literature analysis emphasizes that ancient learning systems based on Vedas included many yogic practices. In general, to calm the mind and improve learning, asanas, chanting of mantras, and meditation were done. The same practices are emphasized by HEI, guided by UGC and AICTE. Universal Human value (UHV) has been implemented for all-around personality development and practice of an integrated approach in Yoga. Modern methods to develop memory include the logical method, spaced learning, and rational memory. All of these are derived from the ancient way of teaching and learning. Using the ABCD listing methodology this paper explores the advantages, benefits, constraints, and disadvantages of the modern education system, both from learners’ viewpoint and teachers’ viewpoint. Type of Paper: Exploratory Research.

Against Ptolemy?


 
 
 This article explores how mutakallimūn engaged with competing visions of the cosmos—traditionalist and Aristotelian-Ptolemaic—to the beginning of the sixth/ twelfth century. Drawing on works of kalām, Quran commentary, and items from other genres, I demonstrate that rationalist theologians remained divided on such questions as the shape of the earth to the end of this period. These disagreements, moreover, cannot be explained in terms of school affiliation. Based on a comprehensive examination of published sources, I argue that cosmographical opinion among mutakallimūn was a function of exposure to late ancient learning, intellectual formation, and personal inclination more than doctrinal commitment.
 
 

Runse hongye: Hanshu wenben de xingcheng yu zaoqi chuanbo

Runse hongye: Hanshu wenben de xingcheng yu zaoqi chuanbo

Pengaruh Penerapan Model Pembelajaran Klasikal pada Asfek Perkembangan Anak Usia Dini di TK Al Falah

Children aged 0 to 5 years is a golden age (golden age). This period is an ideal time for children to seek, learn and acquire basic concepts that affect children's lives in the future. The implementation ofthe classical learning model applied in PAUD institutions has notfully referred to the 2013 curriculum menu. Then where PAUD teaching staffis still minimal, there are junior and senior high school graduates or undergraduates who have not graduated so that in practice it does not run optimally. This study aims to describe how the implementation of the classical learning model in Al Falah Kindergarten, Langkaplanca District. The method in this research is observation and interview. The data obtained are primary data. The results of the observations show that the implementation of the application of the classical learning model is of "Less" quality, and learning in Al Falah Kindergarten is mostly dominated by moral and religious aspects, every day there must be reading and writing Iqra, and it's all on the demands of parents. Because many parents question ancient learning, other aspects do not appear. Based on the results of the study, it can be concluded that the implementation of the application of the classical learning model can affect the developmental aspects of children in Al Falah Kindergarten, Langkaplancar District, seen from the results of observations that are of "Less" quality. It is hoped that it can improve the quality of learning at Al Falah Kindergarten, Langkaplancar District so that it is betterfor the future in order to optimize all aspects of child development.

Revival of Ancient Learning at the End of Ming Dynasty and Forming of the Thought of Govern and Benefit People: Concerning Fushe

본 논문은 명말 고학(古學)의 부흥과 경세(經世) 사조의 형성과정을 주제로 하여, 복사(復社)의 활동을 중심으로 살펴보고자 한다. 명말의 사상 사조는 왕양명(王陽明)의 심학(心學)과 공안파(公安派)를 중심으로 한 성령(性 靈) 사조를 중심으로 전개되었다가, 숭정(崇禎) 시기 전후로 문사(文社)를 중심으로 고학의 부흥과 치군택민(致君 澤民)의 경세 사조로 대체되는 변화를 보인다. 이러한 변화를 가져오게 배경을 제도, 사상적인 면에서 볼 때, 과거제도와 사상변화의 폐단으로 인한 경학(經學)의 위기, 심학의 성행, 문풍(文風)과 사풍(士風)의 폐단 등이 그 요인이 작용했다. 한편, 복사는 위로는 동림파(東林派)의 경세제민(經世濟民) 사상을 이어, 고학을 부흥하고 경세 사조의 기틀을마련하는 한편, 청초 경세 실학의 토대를 제공하는 중요한 사상적 가교 역할을 했다. 그러나 명대 사조에 대한 연구는 대체로 명중기 복고 사조, 심학 사조, 성령 사조 등에 집중했고 명말의 경세 사조에 대한 연구는 상대적 미흡한 편이다. 따라서 본고는 명말 고학의 부흥과 경세 사조의 형성과정을 복사의 활동을 중심으로 살펴보고자 한다. 연구내용은 크게 세 부분으로 나누어 고학 부흥의 출현과 배경, 고학과 경세의 형성과 특징, 고학 부흥과 복고(復古), 경세 사조의 전승(傳乘)에 대해 분석했다. 첫째, 고학의 부흥이 출현하게 된 제도와 사상적 배경을 통해유가 경전의 위기, 과거 문풍과 사풍의 폐단 및 이에 대한 문사의 인식과 활동에 대해 분석했다. 둘째, 고학과 경세의 형성과정에서 주로 복사의 고학과 경세 사상을 고찰하고, 고학 부흥의 방향과 복사의 핵심 인물 장부(張溥) 경학 사상에 대해 살펴보았다. 셋째, 고학 부흥의 복고적 성격과 경세 사상의 전승에 관해 고찰했다. 이상의 분석을 통해, 명말 고학의 부흥과 경세 사조가 왜 일어났고, 어떤 주체 세력이 어떤 내용으로 전개해나갔는지가 드러날 것이며, 나아가 고학 부흥과 경세 사조의 전승 문제, 명말 고학과 경학의 학술사적 의미 및 문사의 성격 변화 등을 파악할 수 있을 것이다.

Lifelong learning and African development

This article that is located within the alternative knowledge systems paradigm, discusses both the ancient and modern concepts of lifelong learning in relation to Africa’s development. It identifies ancient Greece’s education and African traditional education as two ancient lifelong learning typologies relevant to the current discussion. Ancient Greece’s education is a forerunner to modern education while African traditional education is one typology of education that remains relevant to African developmental aspirations. The modern concept of lifelong learning highlighted in this article is the one made popular by the United Nations Educational Scientific and Cultural Organisation (UNESCO). The article reviews the socialisation processes and worldviews prevalent within the West and Africa alongside the 50%, 40% and 7% Africa’s best primary, secondary and tertiary education success rates respectively and concludes that incongruity between the two socialisation processes and worldviews are responsible for this nearly two-century-old modest contribution of modern education to Africa’s development. Consequently, the article concludes that only a combination of both modern and African lifelong learning would expedite Africa’s socio-economic development.

Transdisciplinarity—A Bold Way into the Academic Future, from a European Medievalist Perspective and or the Rediscovery of Philology?

This essay examines the challenges and opportunities provided by transdisciplinarity from the point of view of medieval literature. This approach is situated within the universal framework of General Education or Liberal Arts, which in turn derives its essential inspiration from medieval and ancient learning. On the one hand, the various recent efforts to work transdisciplinarily are outlined and discussed; on the other, a selection of medieval narratives and one modern German novel plus one eighteenth-century ode are examined to illustrate how a transdisciplinary approach could work productively in order to innovate the principles of the modern university or all academic learning, putting the necessary tools of twenty-first century epistemology into the hands of the new generation. The specific angle pursued here consists of drawing from the world of medieval philosophy and literature as a new launching pad for future endeavors.

A New Approach To Study The Challenges Of E-Learning Advantages And Disadvantage

In this paper, we have a tendency to tried to explore the challenges in implication of E-Learning and its benefits and downsides. There are some problems for not implementing E-Learning as there’s some lacking’s of understanding concerning E-Learning to the teacher additionally the scholars and have some issue that bothers to just accept E-Learning instead of ancient learning surroundings, and our main target is to seek out the explanation behind at purpose there’s some opinion concerning the challenges for not implementing E-Learning. E-Learning surroundings is principally an online bases platform in academic section mistreatment technology, the aspects of E-Learning surroundings is mistreatment digital tools in courses of study, it presents the ways, tasks, and therefore the connections between a course structure and introduced new assessment in numerous stages. The aim of this study is to spot what challenges or that factors are the explanation for not applying E-Learning normally additionally it’ll concentrate on what challenges lecturers and what issues students suffers in learning through virtual policy separately by this it’ll helps to seek out the views of E-Learning of lecturers and student each. currently a day’s E-Learning is known in academic sites. E-Learning surroundings is principally student targeted. It’s essentially virtual resource area, wherever student should get to be liable for their own work, because it may be a self-format study therefore student should have privy to their responsibility. I attempted to explore the challenges in implication E-Learning, because the outcome is affirmative there are some problems for not implementing E-Learning as there’s some lacking’s of understanding concerning E-Learning to the teacher additionally the scholars and have some issue that bothers to just accept E-Learning instead of ancient learning surroundings, and my main target is to seek out the explanation behind at purpose there’s some opinion concerning the challenges for not implementing E-Learning.

The Mask of Cicero: Jonathan Swift, Classical Rhetoric and A Modest Proposal

AbstractSwift's attachment to ancient learning has long been regarded as a settled matter. The Modest Proposal has been seen as reflecting this attachment through its use of a Ciceronian rhetorical model to enable the work’s irony. Reading the Proposal in the broader context of Swift’s prose non‐fiction works, however, suggests that Swift’s experience as an Irish political writer caused him to question the connection between classical rhetorical models and political power. Against this background, the hyper‐regular structure of the Proposal is as much the object of Swift’s satire as an enabler of it.

Protiv-incidentno dejstvo kao ključni faktor odbrane

According to the ancient Chinese learning our world is governed by two opposite forces being Yin and Yang. Those forces are the force of offense and force of defense and by the same doctrine our world can be in harmony only if those two forces are in balance. The modern security experts would also see a security as a balance between attack and defense. So many defense professionals worldwide would approach their everyday tasks with such an assumption. The similar situation is with the cyber defense - the cybersecurity researchers and practitioners would see cyber defense as a balance between cyber attack and its defense. Also, this doctrine would get led with the theory that there are some passive and active principles in cyber defense. For instance, the passive principals are cyber prevention and monitoring, while the active principle is the incident response. The ongoing experience would suggest that the majority of marketplace actors would invest a lot into the passive factors of cyber defense, while the incident response would get less used due to some objective and realistic parameters. The main concern with the incident response is that it requires a lot of skills and expertise in order to get applied. There is the entire flow in a cybersecurity that would suggest that all three indicators of the cyber defense passive and active principles should get equally distributed. In addition, coping with such a concept so many cyber experts would see the incident response as a key pillar in a cyber defense. In this effort, we intend to provide a deep insight into such learning as well as provide some comments and discussions coming from our own research experience.

Latin learning materials in light of the papyri

The aim of this article is to provide an overview of the ancient materials used in teaching Latin in order to recreate the ancient Latin teaching and learning experience. Particular attention is devoted to the case of Greek speakers learning Latin. To reconstruct this picture, the evidence of the papyri from Egypt plays a fundamental role. Papyri attest to the various phases of Latin instruction for Greek speakers, ranging from an elementary to an advanced level, and they also shed light on the typologies of texts that were used. Among the Latin learning materials, this article focuses on papyrus texts intended for aspiring lawyers and law students as a striking example of the practical advantages of the acquisition of Latin in Roman Egypt. Using this material, we can draw some significant parallels between ancient and present teaching of Latin in the context of legal studies with special emphasis on the case as it is in South Africa at present.

Choe Han-gi's Discourse on Singi and His Criticism on Chinese Medicine and Western Medicine: Focusing on the Relationship with Seo Gyeong-deok's Philosophy.

This study examines how Choe Han-gi (1803-1879) developed his medical discourse which integrated the concepts of traditional Chinese medicine with modern Western anatomy, based on the philosophy of Seo Gyeong-deok (1489-1546), a scholar of the Neo-Confucianism of Joseon (1392-1910). Seo emphasized gi (C. qi, vital, material force) rather than yi (C. li, the principle of things) as a way of understanding the world. Since Choe's early academic interests pertained to Neo-Confucianism, it is reasonable to examine his philosophy in this context. Similar to Seo, Choe assumed that the most essential component of the world was the intrinsic and mysterious gi. Although Seo spoke of gi as a damil cheongheo ji gi (the gi which is profound, uniform, clear, invisible, and empty), Choe preferred to use the word singi (C. shenqi, the intrinsic, invisible, and mysterious gi). He believed that the earth, moon, and stars operated through the action of singi and that all creatures could only exist by relying on it. Singi was the most important premise in Choe's medical discourse, a fact demonstrating that although he could be very critical of traditional Chinese medicine, his perspective was part of that tradition. He believed that singi integrated and operated the entire human body and that it perceived external objects. He also emphasized the role of hyeongjil (C. xingzhi, a visible object with a form and quality; here it means all human bodies). This was the medium through which singi could appear in reality. Choe thought that singi could not reveal itself in reality without hyeongjil, and that hyeongjil became a dead thing without singi. His perception of the role of hyeongjil was expressed in his interest in modern Western anatomy, an interest that complemented his focus on singi. In light of his understanding of the singi-hyeongjil relationship, Choe criticized both modern Western anatomy and traditional Chinese medicine. He thought that modern Western anatomy lacked awareness of singi and that traditional Chinese medicine lacked accurate knowledge of human anatomy. Although he was not completely sympathetic toward any forms of medicine, he was open to ideas from both Western and Chinese medicine. Choe could not accept Western anatomy as fully as Japanese intellectuals did. The study of anatomy in Japan had developed in relation to the idea of Ancient Learning (C. guxue), which denied such theories of systematic correspondence as Yin and Yang and the Five Elements (C. yinyang wuxing) and tended to focus on the action of hyeongjil itself. Because Choe accepted modern Western anatomy without accepting Ancient Learning, his perspective was unique in the history of East Asian anatomy. From a medical history perspective, how does Choi Han-gi's medical discourse distinguish itself from other medical discourses, and what are its characteristics? In addition to other explanations, focusing on the political imagination associated with medicine can help illuminate the differences between the medical discourse of Choe and those of others. Discussion of medicine and the human body was tied to political thought, manifesting the political imagination of the society in which that discussion took place. The development of Western and Japanese anatomy reflected a vertical and hierarchical political order, exemplified by the belief that the brain was the center of the body. However, Choe doubted that organs like the brain or heart dominated the body. In his view, the singi ruled the body; it was not a specific organ, and it was equally inherent in all people. His political thought also emphasized the horizontal and equal order among people. His view of singi simultaneously influenced both his perspective on medicine and his perspective on society. Choe Han-gi's belief in this horizontal and equal political order was inherent in his singi-centered medical discourse.

Understanding stone tool-making skill acquisition: Experimental methods and evolutionary implications

Despite its theoretical importance, the process of stone tool-making skill acquisition remains understudied and poorly understood. The challenges and costs of skill learning constitute an oft-neglected factor in the evaluation of alternative adaptive strategies and a potential source of bias in cultural transmission. Similarly, theory and data indicate that the most salient neural and cognitive demands of stone tool-making should occur during learning rather than expert performance. Unfortunately, the behavioral complexity and extensive learning requirements that make stone knapping skill acquisition an interesting object of study are the very features that make it so challenging to investigate experimentally. Here we present results from a multidisciplinary study of Late Acheulean handaxe-making skill acquisition involving twenty-six naïve participants and up to 90 hours training over several months, accompanied by a battery of psychometric, behavioral, and neuroimaging assessments. In this initial report, we derive a robust quantitative skill metric for the experimental handaxes using machine learning algorithms, reconstruct a group-level learning curve, and explore sources of individual variation in learning outcomes. Results identify particular cognitive targets of selection on the efficiency or reliability of tool-making skill acquisition, quantify learning costs, highlight the likely importance of social support, motivation, persistence, and self-control in knapping skill acquisition, and illustrate methods for reliably reconstructing ancient learning processes from archaeological evidence.

Blended Learning Ecosystem: A Fusion of Ancient Learning Methods and Modern Tools

This paper highlights the blended learning methods and processes created and used by scholars during ancient Indian era when knowledge was available only to a selected section of society and was documented on leaves, cloth materials and rocks. It is observed that authors and scholars around the globe in recent past have suggested processes and methods that are quite like the ones introduced by gurus and pundits in ancient era. This paper analyses the components of blended learning used in ancient Indian era and attempts to introduce a distinctive model that bonds ancient Indian learning methods and processes with modern learning enablement tools like internet and computers, primarily used by the corporate sector for identification of expectation and perception gaps which can be further used for targeted learning and development programs. A quick survey with employees working in Indian ITES sector was conducted to generate insights.

Blended Learning Ecosystem: A Fusion of Ancient Learning Methods and Modern Tools

Blended Learning Ecosystem: A Fusion of Ancient Learning Methods and Modern Tools

Management research outcome: a comparative assessment of BRICS nations

ABSTRACTThe role of research-embedded higher education is regarded as one of the driving forces of any growing economy. Higher education institutions (HEIs) are recognized, among their peers, for their quality of research outcome. Hence, with growing emphasis on research worldwide, HEIs strive hard to improve their research output. The proposed study endeavors to make a longitudinal comparison of research outcome of HEIs from the BRICS Nations, with special emphasis on management and its allied discipline. As the centers of ancient wisdom and learning, BRICS nations have many things in common. They are envisioned as the economies that will drive growth in the future. Quantitative data from the Elsevier’s Scopus database were used for comparative analysis. The findings of the study provide ample insights to discuss the key areas to be improved, to provide research impetus and developing policies to scale up research in management.

How to Make an Inca Mummy: Andean Embalming, Peruvian Science, and the Collection of Empire

As scientific objects, mummies were born of Europe’s encounter with two “ancient” bodily knowledges. The first is well known: the embalmed Egyptian dead who were ground into a materia medica named mumia and later were collected as “mummies” themselves. Yet mummies owe their global possibility—of ancient sciences of embalming and environmental manipulation apprehensible worldwide—to the sixteenth-century Spanish encounter with the Incas’ preserved dead, the yllapa. This article argues that their confiscation and display desecrated their sacred affect, but their recategorization as “embalmed” bodies allowed Indigenous Peruvian writers to argue for the Incas’ lost medical sophistication. European scholars then used that sophistication to establish “mummies” as a comparative category. The original yllapas decayed, blurring both Inca sovereignty and the colonial Latin American sciences that anatomized it, but their imagined resurrection in the preserved bodies of other “ancient Peruvians” turned the “Inca mummy” into a highly collectible scientific object, embodying a newly national past of ancient learning and anti-imperial indictment.

From Europe to Japan and on to China: Influences of the Renaissance on Contemporary East Asian Thought and Scholarship

Hu Shih studied philosophy at Columbia University, New York, where he was taught by John Dewey. On his return to China to teach at Peking University, he introduced Chinese scholars to the linguistic consequences of the European Renaissance, which challenged the historical use of Latin as the written language of the Middle Ages, and shaped national languages from the local vernaculars: Italian, French, German, English. In this article Ge Zhaoguang traces the impact in China of Hu Shih’s account, which saw the Renaissance not as a return to the past but as a progressive impulse that generated the European Enlightenment and, most importantly, the construction of the nation-state. He contrasts this reading of the Renaissance with earlier versions in China and in Meiji Japan, which saw it simply as a return to ancient learning. These two interpretations supported divergent views on two different paths toward Chinese and East Asian modernization. Inverting this process, the rise of East Asian nationalism led to a rewriting of history that proposed an East Asian renaissance which preceded the European version.

An aesthetic consciousness research on literati's seal engraving in the late Joseon Dynasty

한국전각 사조에서 가장 큰 변화는 16~17세기 명ㆍ청대 印風과 印譜의 유입으로 발생한 文ㆍ史ㆍ哲ㆍ藝 등에 조예가 깊은 문인전각가의 등장이다. 당시 성리학을 중시했던 시대적 분위기 속에도 전각을 애호하거나 직접 刻印함으로써 書畵와 함께 미의 가치를 부여했던 문인들이 있었다. 이들 문인사대부들은 篆刻을 학문사상 혹은 수양차원의 매개체로 삼거나 古文을 통한 尙古정신의 회복이란 측면으로 접근하였다. 이후 전각을 애호하거나 自刻한 문인들의 인식도 이들 관점과 크게 벗어나지 않았지만, 이전과 다른 양상으로도 나타났다. 즉 실학의 흥기와 함께 서화와 관련된 여러 문인들이 청나라와 교류하면서 印譜ㆍ書畵鑑藏印ㆍ落款印ㆍ藏書印ㆍ印材 등에도 관심을 갖게 되면서 전각에 대한 미의식을 드러냈다. 조선후기 문인전각의 미의식 양상은 修養實踐으로서의 載道性ㆍ尙古重視의 古學的 愛好觀ㆍ篆刻의 批評論的 觀點 등 세 가지 측면으로 찾아볼 수 있다. 문인전각의 미의식 양상은 첫째, 전각을 小技나 玩物喪志의 극복 대상으로 여기기보다는 학문의 일환이나 인격을 수립하는 실천의 매개체로써 인식하고 여기서 미적 가치를 찾고자 했다. 둘째, 전각을 매개로 하여 尙古의 古文을 드러내고자 하는 古學적 애호관으로 나타났다. 셋째, 漢印의 예스러운 품격에 평가기준을 두면서도 새롭고 주체적인 印風에 더 가치를 두었다. 조선후기에 형성된 문인전각의 주체적 미의식이나 비평적 사고의 양상은 이후 후학들에게 이어지면서 19세기 후반과 20세기 초까지 한국 전각사조를 이끌었다. 이시대에 배출된 여러 전각가들 중 丁學敎ㆍ劉漢翼ㆍ姜璡熙ㆍ吳世昌ㆍ金台錫등은 왕성한 활동을 전개하면서 20세기 후반까지 한국 전각의 맥을 이어갔다.The most considerable change in the trend of seal engraving in Korea is the advent of literary seal engravers who were well learned in literature, history, philosophy, art, etc. There were scholars who granted aesthetic value to seal engraving, painting and calligraphic art, by being fond of seal engraving and doing it by themselves even in Neo-confucianism-oriented circumstance. The aesthetic consciousness of literary seal engravers in the late Joseon dynasty was reflected in three aspects: preservation of moral values as self-cultivation and self-practice, ancient scholarship-oriented literary value, and aesthetic, critical view about seal engraving. First of all, the scholars who had this aesthetic consciousness tried to recognize seal engraving as a part of learning or a medium of practice to build personally, not as a low-level art of antique collection and appreciation which was treated as a behavior to be rejected by scholars. Second, they made seal engraving works but avoided collecting and appreciating antiques as a simple hobby, at the same time, had an attitude to value ancient learning and art but not to consider seal engraving as a low-level art. Lastly, they had high regard for classical grace of seal engraving as a valuation basis, but were more concerned with new, self-directed trend of seal engraving than that. The aspect of literary seal engravers’ inherent aesthetic consciousness and critical thought which formed in late Joseon dynasty passed down to younger scholars and led the trend of seal engraving in Korea until the late 19th century, the early 20th century. There were many seal engravers such as Jeong Hak-gyo, Yu Han-ik, Kang Jin-hee, Oh se-chang and Kim Tae-seok from that era. They actively developed artistic activities and carried on the tradition of seal engraving in Korea untill the late 20th century.

RENAISSANCE-HUMANISTIC CONCEPTS OF CULTURE OF PEDAGOGICAL DIALOGUE OF THE TEACHERS OF THE ORDER FROM THE SOCIETY OF JESUS IN EARLY MODERN TIMES

A period of European Renaissance is the birth of the modern personality and virtues Renaissance Christian humanism is a model of ethical attitudes today. The first attempt of early modern European youth education in educational system of coordinates of Renaissance humanism, no doubt, was created within the youth Order of St. Ignatius.The proposed article is devoted to the analysis of verbal communicative competence of early modern Jesuit teachers. The author revealed the contents of value-semantic, spiritual and pedagogical concepts of educational communication in the Society of Jesuits, and proved that it was based on Renaissance and Christian- humanistic positions of “brilliance, beauty and sophistication” of the academic word, the skill of public speaking and high style and the art of eloquence of the early modern university speaker.The author concludes that the Jesuits interpreted pedagogically Renaissance and humanistic intellectual heritage to the implementation of the Order implementing schooling some semantic meaning loads of humanism in this article. Recognizing it as "imitation of ancient people", as an appeal to samples of ancient learning,fundamental virtues of the Society of Jesus proclaimed erudition, sophistication of Latin, intellectual culture, exquisite taste, eloquence, perfection scientist speech and public speaking, virtuous behavior. With the Renaissance and humanistic individualism priorities code integrity Jesuit added active devotion, diligence, active, creative enthusiasm and initiative, determination and zeal, compassion, rationality and prudence, the Jesuits appreciated the talent and abilities of youth, drawn attention to the need to care for the physical health etc. Etymological interpretation of humanity as humanity in correctional priorities Jesuits answered task of building virtues of modesty and politeness, prudent and tolerance, respect and attention for elders, love and kindness, ethics, partnership and unity.The article highlights and grounds the components of the Jesuit methodology of formation of conversational competencies in the youth of the Order (didactically and cognitive, rhetoric and stylistic, moral and aesthetic); the article also proves the sonority of the Jesuit practice of teaching literature with the didactic pedagogy of the European Renaissance. The conclusion was made about the significant role of socio- cultural, socio-integrating task and spiritual significance of educational communication of Jesuit teachers for implementation of the European Youth Policy of St. Ignatius rank in XVI – XVII centuries.