First of all, it inherited and practiced Aristotle's thought of natural education to a certain extent, which made the tradition of natural education in ancient Greece and Rome form and carry forward. If Aristotle's natural education thought still stays at the theoretical level, then the ancient Roman natural education thought has been put into practice and achieved important results in practice, thus promoting the spread and development of Aristotle's natural education thought in Rome.
Secondly, ancient Rome's natural education thought not only inherited Aristotle's natural education thought, but also deepened and surpassed the latter. If Aristotle's natural education thought is full of speculative and abstract meaning, which is not conducive to practical operation, then the ancient Roman natural education thought has been embodied and applied to a certain extent in educational practice, which just makes up for the shortcomings of the former.
More importantly, ancient Rome's natural education thought is full of dialectical meaning, thinking that nature is raw material, and without raw materials as the foundation, education and art will accomplish nothing; Without the help of education, nature is still developing, but it is difficult to develop well. Good education can promote the development of nature. This dialectical understanding of the relationship between nature and education in Rome is not found in Aristotle's natural education thought, which is the deepening of natural education thought and an important feature of ancient Roman natural education thought.
Third, the ancient Roman thought of natural education further expanded and deepened human understanding of educational phenomena. Ancient Greek educators' understanding of educational phenomena is full of speculative color, and their educational thoughts remain at the macro level, with little discussion on specific educational issues. "In a sense, it can be said that the educational thought of Greek educators is not (or not entirely) a summary of their own educational experience, but a product of theoretical thinking. However, in the educational thought of ancient Rome, people can see that there is a direct relationship between the experience of educators and their thoughts.
To a great extent, their educational thoughts are a reflection of the actual situation of education, or a theoretical abstraction of their own or others' educational practical experience. "Under the guidance of the thought of natural education, the ancient Roman educators conducted in-depth discussions on teaching principles, teaching procedures and methods, game activities, eloquent education, teacher work and many other specific educational issues, which promoted people's understanding of specific educational issues and educational phenomena. This is undoubtedly a great progress.
The natural education thoughts of ancient Roman educators Cicero, Seneca, quintilian and Plutarch had a far-reaching influence on the natural education thoughts of later generations. Almost all humanist educators in the Renaissance were influenced and enlightened by their theories, and Vitorino, Erasmus and others were directly baptized by Cicero's thoughts. In Comenius' great teaching theory and Rousseau's Emile, we can often see the theories of Cicero, seneca, Plutarch and quintilian.
In a word, the influence of ancient Roman natural education thought on later theories is concrete and profound, which marks the beginning of the transformation of human nature education thought from macro to micro and from abstract to concrete. This change will inevitably bring about changes in people's educational concepts and ways of thinking, and will also have an important impact on human educational practice.