THE ATTITUDE TO HUMOR AS A PEDAGOGICAL TOOL IN THE PERIOD OF ANTIQUITY

Abstract

Purpose. To consider the process of formation of the pedagogical foundations of humor in the philosophical thought of Ancient times of the VIII century BC – V century AD. Methods. In the course of the study, the methods of historical and pedagogical research were used: retrospective, historical-structural, historiographical, historical-genetic, comparative, comparative, historical periodization method, which together allowed for a systematic analysis of the transformation of changes in attitude to humor from a phenomenon of the surrounding reality to an element of the educational process. Results. The process of formation of philosophical thought in relation to humor as a means of educational influence is summarized by demonstrating the development of the literature of Antiquity. The main literary genres containing elements of comedy and bearing an educational component are listed. The main concepts of the perception of humor (Aristophanes, Plato, Aristotle, Demetrius, Cicero) formed during this period are considered. A look at the Socratic dialogue system is given as one of the first humorous techniques in pedagogy. Practical implications. The obtained results can be applied in the creation of a unified overview of historical and pedagogical work devoted to the formation and development of humor as a special means of influence in pedagogy, as well as in solving applied didactic tasks in secondary and higher schools. The research materials can form the basis of lectures and seminars on the discipline «History of pedagogy and education» for students of pedagogical specialties and higher educational institutions.

Keywords

• antiquity
• history of pedagogy
• history of education
• humor
• humorous approach
• pedagogical tools
• problems of pedagogy
• socratic dialogue