Title Sandra C. Alves Cross Professor of History Instituto Superior Politecnico Rising Sun sandralvescruz@gmail.

com

Summary The Classical Anti uity is the inspiration of central !orld Renaissance" the instrument "School of Athens" of Raphael Sanzio Airport" ma#es a synthesis" presenting several #ey figures of this !orld. Through some of the figures present in this !or# of art" it is interesting to o$serve the role of education in the formation of the peoples and their most valua$le contri$ution to the construction of a critical spirit. Abstract The Classical Antiquity is the main inspiration to the the renascence world, the painting "School of Athens" of Raphael Sanzio Airport makes a summary showing us se eral figures of that world! Throughout som" figures present in this painting we wil see the role of education in the de elopment of the nations and his alue in the construction of the critical spirit #eywords$ critical Spirit" philosophy" education

%hat do you feel !hen you loo# at this chart" !hich is the sentiment that invades the loo# for this diversity of colors and gestures& There !ill $e a !illingness to participate in the discussion& 'ursting instrument inside and greet Plato or Socrates& (uestioning Ptolemy a$out his theory )eocentric&

This is the spirit of Classical Anti uity" this is the re$irth of a critical spirit" said after a period of *ar#ness. Although !e are tal#ing a$out a frame!or# of Renaissance" +,th century therefore" !hich here if ve is the spirit classic in its heyday. IS the philosophy as a !ay of life" as the engine for the action and not as -ust a refle.ive discourse. There is a philosophy in addition to the space" $ecause !e must not confine ourselves to Athens" -ust $ecause the title assigned to this !or# is the "School of Athens". /any of the characters sho!n therein are not Athenians" nor attended the space of Helade. The message must $e understood at a higher level" universal and multicultural" in addition to the territorial $arriers. Rafael Sanzio Airport !hich sho! the !orld a harmonious !hole" !here the conviviality is notorious" !here students and teachers interact" e.ception made to t!o characters that !e0ll tal# later. %e do not #no! ho! the formation of the author of this !or# at the level of philosophy" yet !e #no! of its masters" 'ramante and 1eonardo *a 2inci" this tells us a lot of inspiration from Rafael. This "prince of painters" $egan his career !ith Pietro Perugino" learns !ith this techni ue of fresco3mural painting and dreams !ith 4lorence" for !here !ill change in +567. %ill $e $y suggestion of 'ramante" personal friend and architect of the 2atican" that Rafael !ill enter in !hat !ill $e his home for +8 years. 9nder the pontificate of :ulius II" Rafael !ill $e responsi$le for the 'aggage of Signature" it !ill cause the testimony of four faculties classic; The Truth" the Rational" the %ell and the 'elo.fi It is in this scenario that !e contemplate "Cause Cognitium<" #no!n as <The Schoolof Athens". In this !or#" present in Anne." !e !ill tac#le si. figures; t!o central=Plato and Aristotle> t!o side= Hypatia of Ale.andria and Ptlomeu and t!o isolated= Heraclitus of ?phesus and *iogenes"the Cynic . 1et us $egin $y central figures" Plato and Aristotle" $oth seem to $e very confident" tal#ing in progress" each holding their !or#s of reference. Plato"

!hose image is a tri$ute to 1eonardo *a 2inci" leads in hand "Timaeus" and Aristotle to his famous "Ethics". T!o central themes in Classical Anti uity" the origins of the 9niverse and the pursuit of happiness in life. Plato more metaphysical points to the s#y and Aristotle !ith his practical sense indicates the land. *espite the contradictions" natural in a de$ate that if either are" this is a harmonious school to !hich the !all murals give almost as an image of the su$=frame. The t!o figures" a side chosen $y singularity=Hypatia of Ale.andria= to another $y first geographical notion of #no!n !orld=Ptlomeu= opposing to !orld heavenly @aratrusta. Hypatia !as astronoma and philosophy" in a !orld of men dared against the status uo" is the only female character !ithin the frame!or# and the only one that sees us loo#ing as#ance. The rise of Christianity" at the end of the Roman ?mpire" made her a target. ?ventually die so infamous" defending reason and science. Curious is the fact that this figure $e e.posed in full pantheon Christian. The other !ell=#no!n character is Ptlomeu. Countryman of Hypatia" innovates !ith its geometric=numeric system" ta#ing as a $asis the 'a$ylonian o$servation ta$les to descri$e the movements of the heavens. These studies are compiled in +A volumes in his ma-or !or# "Almagesto". *uring more than +566 years ago the !orld revolved around himself" the geocentrismo !as la!. 1oo# no! for the t!o solitary figures in this composition. In the stair!ay found *iogenes" the Cynic" a la. attitude" the fruit of his $elief $ecause as action. Supporter of self=sufficiency" disapproves the lu.ury and ostentation. They are cele$rated several of his e.ploits" account=that one day solved see# a righteous man and virtuoso !ith a lighted lamp. It is thus understanda$le to its position !ithin the frame!or# and attitude that demonstrates. 4inally" Heraclitus of ?phesus" a philosopher pre=Socratic in uiry !ho opts for insulation in the social life. Have a melancholic attitude and lying prostrate" for him everything that e.ists is in constant change" this constant change has the name of *?2IR. Is your !ay of thin#ing" it is !orth to him the

epithet of the B$scure . This instrument !ith an air sad and thoughtful" characteristics that Rafael #ne! transpose super$ly. I mentioned that he !ould spea# only of si. figures" $ut it !ould $e almost offensive not to mention Socrates. Is not a central plan" ho!ever !e find it easily" given its posture; de$ate" dissertations and teaches. Conclusion %e find in this frame!or# a set of teachers" students and spectators. Rafael transported for this !or# all the thought and the learning of Classical Anti uity to form dynamic and alive. Ta#e that this spirit touches us and ma#e us give our students the same thirst for #no!ledge" the taste for serious de$ate and fruitful" the #no!ledge. The classical education is not -ust a matter of interesting past $ut !ill serve as a motto for an education of e.cellence" !here the effort" dedication and !or#" are the main targets. The frame!or# presented serves to remind us of the central role that ?ducation has in the formation of people" $e it in )reece or Rome" as in actuality. Thro! in the seeds and surely they !ill find the path. uest for