The influence of Renaissance humanistic ideas on the development of pedagogical thought

the article explores the transformation of pedagogical thought in the Renaissance (XIV-XVI centuries), due to the transition from scholasticism to humanism. The authors analyze changes in teaching methods, educational goals, and curriculum content influenced by humanistic ideals. The focus is on the key figures of the era: Erasmus of Rotterdam, Tomaso Campanella and Michel de Montaigne. Using the method of historical and pedagogical analysis, the research is based on the works of these thinkers, studying their views on human nature, the goals of education and the role of teachers and students. The comparative study, which includes a quantitative analysis of the frequency of mentions of key pedagogical principles (independent thinking, moral education, individual approach, etc.) in the works of these authors, allows us to identify general trends and specific features of the development of humanistic pedagogy. The results demonstrate the emphasis of humanistic pedagogy on individual personality development, rejection of formalism and orientation towards independent thinking and critical perception of information. The study showed the predominance of the principles of moral education and individual approach in the works of Erasmus of Rotterdam, Campanella and Montaigne. Erasmus emphasized the importance of developing critical thinking and studying classical literature. Campanella, in his "City of the Sun", presented a utopian model of education focused on the harmonious development of personality and social justice. Montaigne, defending a practical approach to learning, emphasized the importance of self-education and the adaptation of methods to the individual characteristics of the student. Quantitative analysis revealed the highest frequency of mentions of independent thinking in Erasmus and Montaigne, while Campanella placed greater emphasis on the social relevance of education. In general, the study confirms the shift from scholastic dogmatism to a humanistic approach that places the student's personality and self-realization at the center of the educational process.

Renaissance, humanism, pedagogy, reformation of education, classical education