Соціокультурні особливості інституту батьківської влади у римській сім’ї: історико-педагогічний аспект

Abstract

У статті досліджено римську сім’ю епохи античності як соціокультурний виховний феномен. Здійснено характеристику історичних типів розвитку римської сім’ї (сімейна община, агнатична сім’я, когнатична сім’я). Крізь призму виховної функції досліджено специфічні соціокультурні характеристики кожного типу сім’ї. Основний напрям наукового пошуку зосереджено на соціокультурних особливостях інституту батьківської влади та його значення в сімейному вихованні.The article highlights the issue of the Roman family in the epoch of Antiquity, considering it as a socio-cultural and educational phenomenon. The author provides a description of the Roman family historical types (family community, agnatic family, cognate family). The specific socio-cultural characteristics of each family type are interpreted through the prism of their educational function. In the focus of the scientific research are socio-cultural features of parental authority institution and its significance in the family upbringing. The idea of the multifaceted nature of the concept of ‘parental authority’ is substantiated, which allows considering ‘patria potestas’ as the institutional basis of family education with its specific content and structure that evolved in the course of historical development. The issues of establishing and terminating the paternal authority, personal rights and responsibilities of parents and children, the property status of the subordinate children, and emancipation of the subordinates are considered in detail, with an emphasis on the interaction of the institute of parental power and the institute of religion. The result of this interaction was the sacralization of paternal authority over all members of the family, and family religious cults acted as specific sacred methods of parental upbringing. Religion in family upbringing served a dual function: 1) sanctified the rights of the Father and 2) established certain restrictions on these rights in the form of consequences. The author argues that the institution of paternal authority was the principal mechanism for ensuring the family educational function rigidity at all stages of the Roman state existence. Its basic socio-cultural features are: the concentration of property, religious, and judicial rights in the hands of the father; subordination of family members due to the division of citizens into persons of their own and others' rights; interdependence of the private property rights development with the rights of the father; the "right-duty" dichotomy, which balanced the rights and responsibilities of the father; stipulation of the father's rights by religious tradition.