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In this paper I intend to analyze the plausibility of putting together two statements of Montaigne about himself. In the essay about the education of the children, Montaigne claims not to have heard any word of French or Perigordian before his six years; in the essay about experience, he tells us that his father sent him to be brought up in a poor village, and kept him there as long as he was been nursed. My point is that it seems implausible that Montaigne have not heard at least any word of Perigordian during his childhood. [ABSTRACT FROM AUTHOR]

The main theme of this paper is a discussion about process of the soul reminiscence through images. By images can be a wide range of elements with sensitive character, such as shape, appearance, visual representation or on imaginary. Plato gives to the images a pedagogical character, to stimulate in the soul your memories. For the philosopher, a soul is immortal and carries within itself a prior knowledge. It is, therefore, your reminiscences, that is, memories acquired by the soul in act of divine creation. When a soul (intelligible) incarnate in a (sensitive) body it is forgetting such knowledge. A pedagogical function of the images, according to Plato, in recovering part of the reminiscences, unveiling them. In Meno, we will see that Virtue (as Idea) is a kind of knowledge to be unveiled, but not taught, because it is a reminiscence. In Phaedo, such reminiscences are the recognition of your Equal, that is, a model that share similarty with your objects. Finally, in Phaedrus, Plato will conceive a reminiscence as manía or form of divine madness (erotic). In all cases, it will be through images that Ideas (Virtue, among them) to surface in the memory. For Plato, an authentic education process. [ABSTRACT FROM AUTHOR]

This paper relates education to aesthetics, based on an analysis of the chronicles Cecilia Meireles wrote to and published in her Página de Educação (Education Page), in Diário de Notícia newspaper, during the 1930s. Shecherished the relationship between esthetics and education and highlighted esthetic training for both teachers and children. The esthetic training in early ages may be related to the very human development. According to Meireles, it is necessary to develop the sensibility and bring arts into school; art classes, however, should not be limited to "pedagogical" purposes; on the contrary, they should aim at children's cultural and esthetic training. Furthermore, Meireles presents her own ideas about art in school in its different kinds - theater, painting, music and other artistic expressions should integrate the school curriculum to develop children's sensibility. [ABSTRACT FROM AUTHOR]

This paper is woven from a dialogical reading of an essay by Hannah Arendt, called The crisis in Education. By the way, we put together this author and some philosophers from the old age, such as Epicurus, Aristotle and Plato. As a method we choose some references and we'll depart from the specific to each philosopher and concept to the general of our present time. All this is to contemplate the central problem that concerns with regard to education. That can be placed as follows: "what should we teach to our children?". [ABSTRACT FROM AUTHOR]