This paper aims to reconstruct Francis Hutcheson's thinking about liberty. Since he does not offer a detailed treatment of philosophical questions concerning liberty in his mature philosophical writings I turn to a textbook on metaphysics. We can assume that he prepared the textbook during the 1720s in Dublin. This textbook deserves more attention. First, it sheds light on Hutcheson's role as a teacher in Ireland and Scotland. Second, Hutcheson's contributions to metaphysical disputes are more original than sometimes assumed. (...) To appreciate his independent thinking, I argue, it is helpful to take the intellectual debates in Ireland into consideration, including William King's defence of free will and discussions of Shaftesbury's views in Robert Molesworth's intellectual circle. Rather than taking a stance on the philosophical disputes about liberty, I argue that Hutcheson aims to shift the focus of the debates towards practical questions concerning control of desire, cultivation of habits, and character development. (shrink)

The concept of the artes liberales originates in antiquity and was, especially in the Anglo-Saxon area and during the 17th and 18th centuries, remodelled into a socially, educationally, and politically modern educational concept. In this process, the progress within the empirical sciences and the formation of an early civil public are of the utmost importance. In the course of these transformations, the absolute force of church and state is called into question; educational concepts which have to be called modern (...) emerge from it. (shrink)

The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated (...) by educational thinkers who remained committed to the traditional aims of teaching about nature. Yet in the second half of the 18th century a change has occurred; educational thinkers started to embrace Baconian ideas and therefore argued that science teaching should be oriented towards generating future scientific progress. Analysing the work of 18th century French and British educational thinkers, this article links the emergence of this new view to developments in the understanding of natural philosophy and to a rising interest in it. It is argued, however, that in themselves, these developments could not adequately explain why Baconian ideas started to influence educational theory in the time in which they did. It is maintained that the incorporation of Baconian ideas into educational thought resulted from a fundamental theoretical shift in the understanding of the role of education itself. (shrink)

The paradigm of the interaction of "own" and "foreign", Russia and Europe defined Russian culture during the 18th-20th centuries. The utopian idea of creating a "new kind" of people, which appeared in the circle of Catherine II under the influence of European Enlightenment ideas, accurately characterizes this paradigm. The Enlightenment was a radical rejection of the traditional feudal worldview, a rejection of the old foundations of life. The author emphasizes that Catherine II and her entourage were not determined to (...) radically change the existing social order in the spirit of enlightenment, choosing a more conservative path of "enlightenment absolutism". In addition, the project of creating a "new person" through education in isolated institutions points to the paradoxical nature of this idea and its implementation in the history of Russia. (shrink)

This book project reshapes the way we think about Enlightenment: rather than viewing it primarily as the era of the emancipation of human reason, it emphasizes the gendered nature of the Enlightenment ideal of human progress and investigates how this ideal oppressed women. I take a critical look at this ideal from within intellectual debates of the time, examining how the restrictive view of women’s socio-political and educational opportunities was challenged by progressive female German and Polish thinkers of the late (...) Enlightenment. The under-studied views of these thinkers exhibit insightful early-feminist arguments against women’s inability to take an active role in the Enlightenment project and the confinement of women to the “private” sphere of the household, in which they take care of men – “public”, free-thinking citizens. (shrink)

In the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular _Education in Britain_ traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to (...) the university, and from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasing diversity of education in Britain. This comprehensive and accessible overview will have a wide appeal. It will also be an invaluable resource on courses in educational studies, teacher education and sociology. (shrink)

In the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular _Education in Britain_ traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to (...) the university, and from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasing diversity of education in Britain. This comprehensive and accessible overview will have a wide appeal. It will also be an invaluable resource on courses in educational studies, teacher education and sociology. (shrink)

John V. Taylor was a missionary statesman, ecumenist, Africanist, onetime General Secretary of the Church Missionary Society, and later Anglican Bishop of Winchester. His work offers a theology and practice of Christian mission which is faithful to scripture while fully facing the facts of the contemporary world at the beginning of the third millennium. Does Christian evangelism promote sectarianism and violence, or can it contribute to harmony and peace in the global village? Can Christians extol the true significance of Jesus (...) Christ without demeaning others? Who is God and how does God's nature shape ours? This book tackles these and other vital issues by giving the first major account of the life and thought of one of the 20th century's greatest religious thinkers. Here is an example and tutor to any thoughtful Christian. Consistently incarnational and sacramental in his approach, Taylor seeks to live out the truths he discovers in his daily ministry as poet, priest and prophet - inviting those around him to share the way of Christ. Taylor is also author of major works such as "The Go-Between God", his book on the Holy Spirit, and "The Christlike God", where he outlines the distinctive Christian insight into God as the patient, generous, self-sacrificing love we see in Jesus. (shrink)

This book explores the emergence of the modern higher education sector in the independent Irish state. The author traces its origins from the traditional universities, technical schools and teacher training colleges at the start of the twentieth century, cataloguing its development into the complex, multi-layered and diverse system of the early twenty-first century. Focusing on the socio-political and cultural contexts which shaped the evolution of higher education, the author analyses the interplay between the state, academic institutions (...) and other key institutional actors - notably churches, cultural organizations, employers, trade unions and supranational bodies. This study explores policy, structural and institutional change in Irish higher education, suggesting that the emergence of the modern higher education system in Ireland was influenced by ideologies and trends which owed much to a wider European and international context. The book considers how the exercise of power at local, national and international level impinged on the mission, purpose and values of higher education and on the creation and expansion of a distinctive higher education system. The author also explores a transformation in public and political understandings of the role of higher education, charting the gradual evolution from traditionalist conceptions of the academy as a repository for cultural and religious value formation, to the re-positioning of higher education as a vital factor in the knowledge based economy. This comprehensive volume will appeal to students and scholars of the Irish education system, educators and practitioners in the field, and those interested in higher education in Ireland more generally. (shrink)

This article, through a case study of the Royal Dublin Society (RDS), traces the reception, experimentation with, and uses of radium in early twentieth-century Ireland. Throughout the nineteenth century there was increasing state intervention in the provision of scientific and technical education in Ireland. This culminated in the loss of the RDS's traditional role in this area. The article demonstrates that the RDS was forced to re-envisage its role as a scientific institution by actively seeking (...) to support experimental research. Using radium as a case study, the article argues for the success of this tactic. It demonstrates that radium played a central role within the RDS as a nexus for the maintenance of an experimental and philanthropic culture that permeated much of the society's scientific output in this period. In doing this it highlights the importance of sociability in the promotion of science in Ireland in the early twentieth century. In addition, it explores the role of the RDS as an arbiter of scientific authority. (shrink)

This paper compares late eighteenth-century claims for the authenticity of Macpherson's Ossian and for the existence of Welsh Indians. It shows that although both claims were supported in part by appeals to similarities between Celtic and American Indian languages, the appeals in each case were very different. On the one hand, the Edinburgh literati who supported Ossian's authenticity focused on expressive structures shared by all primitive societies. On the other hand, radically Protestant antiquarians and philologists focused on lexical similarities (...) that they argued demonstrate a genetic link between certain American Indians and the Welsh. The paper uses this fundamental difference underlying a superficial similarity, to explore in greater detail the distinction between philosophical historians among the Edinburgh literati, who were religiously moderate, politically conservative, and promoted Scotland's integration into a modern, polite, commercial and English-speaking empire, and the Welsh antiquarians, who were religious and political radicals and whose interest in the Welsh Indians reflected and reinforced their attempts to resurrect a distant golden age of Celtic Britain. pe’nguin. (1) A bird. This bird was found with this name, as is supposed, by the first discoverers of America; and penguin signifying in Welsh a white head, and the head of this fowl being white, it has been imagined, that America was peopled from Wales … —Samuel Johnson, Dictionary of the English Language, 1755. (shrink)

The German theory of education refers mainly to what is called Bildung. The historical sense of Bildung is not cultivaion , but cultivation for inwardness. This concept has two sources, the neo-platonic inner soul on one hand, pietistic piety on the other hand. The article shows that these sources had been part of European discussions before the development of national cultures after 1750. So the German concept of Bildung, famous for the German Sonderweg in culture and politics, had been (...) composed out of non-German sources. The nationalizaiton of inwardness began at the end of the 18th century and was established in 19th century German Higher Education. (shrink)

During the intellectual and cultural flowering of Scotland in the 18th century few subjects attracted as much interest among men of letters as aesthetics - the study of art from the subjective perspective of human experience. All of the great philosophers of the age - Hutcheson, Hume, Smith and Reid - addressed themselves to aesthetic questions. Their inquiries revolved around a cluster of issues - the nature of taste, beauty and the sublime, how qualitative differences operate upon (...) the mind through the faculty of taste, and how aesthetic sensibility can be improved through education. This volume brings together and provides contextual introductions to the most significant 18th century writing on the philosophy of art. From the pioneering study of beauty by Francis Hutcheson, through Hume's seminal essays on the standard of taste and tragedy, to the end of the tradition in Dugald Stewart, we are swept up in the debate about art and its value that fascinated the philosophers of enlightenment Scotland - and continues to do so to this day. Jonathan Friday is Senior Lecturer in History and Theory of Art at the University of Kent. He has published on the philosophy of art and aesthetics, the history of philosophy and moral philosophy. (shrink)

David Hume was a highly original thinker. Nevertheless, he was a writer of his time and place in the history of philosophy. In this book, M. A. Stewart puts Hume’s writing in context, particularly that of his native Scotland, but also that of British and European philosophy more generally. Through meticulous research Stewart brings to life the circumstances by means of which we can get a deeper understanding of Hume’s writings on the nature and reach of human reason, the (...) foundation of morals, and, especially, on the philosophy of religion. Stewart pays particular attention to Hume’s intellectual development, beginning with his education at the College of Edinburgh, the writing of his Treatise of Human Nature, and his subsequent philosophical responses to criticisms of that book. He argues that Hume’s scepticism set him at odds with the Christian Stoicism of Scottish contemporaries including that of Francis Hutcheson - and shows that this conflict played a major role in his failure to obtain the Edinburgh Moral Philosophy Chair in 1745. Stewart’s detailed study of the physical character of Hume’s surviving manuscripts in Chapters 8 and 9 provides the best available dating of his early ‘Essay on Modern Chivalry’, his ‘Early Fragment on Evil’ and the periods of composition of his Dialogues Concerning Natural Religion. Other chapters compare Hume’s theory of abstraction with that of Locke and Berkeley, provide the 17th and 18th century philosophical context of the central argument of his essay ‘Of miracles’, and consider the 18th and 19th century reception of his writings in England and Ireland. (shrink)

The main purpose of this study is to become acquainted with the educational institutions in Ottoman Empire during and after the 18th century. In this respect, special attention is given to which initiatives were taken in terms of education and which educational institutions were established during the aforementioned period. The need to comply with the West in terms of science, culture, reasoning, and technological advancements has led to the questioning of the current madrasah system. Upon revising the (...) educational system of the madrasah, which had difficulties in being productive and attaining to the necessities of the time, there have been initiatives primarily to establish and structure military schools. These attempts to reform education was intensively seen as from the early 18th century. The above-mentioned changes and progress have gained momentum with the Tanzimat era. It was observed that during this period, many schools were established beyond military; education levels were clarified and; females were given right to study. Similar to Tanzimat era during the first Constitutional Monarchy and Autocracy eras, positive contributions toward educational reforms were made. However, beginning from the middle of the second Constitutional Monarchy era, the economic and social complications that the state was going through had a negative impact on the educational system and the practicality of the educational institutions.Summary: Education has been the most important factor in determining the social, economic, and cultural level of a society. The level of development, which is the determinant of the superiority of the nations to each other over the world, varies according to the importance given to education. To be a pioneer in the scientific sense, to be able to have technological opportunities, to make people live more comfortable and peaceful, to have more power in the economic field and to ensure the continuity of the nation that depending on all these, it will be possible with the understanding of education that can read the time and future well. The fact that world states are superior to each other in different periods of history is directly related to their understanding of education. It can be said that in the centuries following the beginning of the new age, especially the Western nations have taken a more positive step at this subject. The changes in both mental and action spheres such as XVI. century Renaissance movements, XVIII. century enlightenment movement and finally the industrial revolution triggered the development in the scientific and technological field. In these periods the importance given to thinking and the freedom of thought has been the main factor of the progress in the scientific field. The European nations, which went beyond their religion-based bigotry and prioritized the free and secular understanding, have become superior to other nations of the world. However, it is not quite possible to say that in the same periods the Ottoman Empire was able to adapt with the same speed to such accelerations of change and development that placed in Europe. One of the main reasons for this situation and perhaps most importantly is that the educational concept in the Ottoman Empire remained within a static structure in the last centuries. In particular, the matters such as the madrasa being away from productivity, the limitation of the understanding of the science only with religious sciences, has led to the problem of inability to adapt to the rapid transformation that in Europe. The first steps towards eliminating this weakness noticed by the state executives over time has been taken through the improvement and transformation of the Ottoman educational institutions. It is possible to say that the first attempts as to these restructures of education, which is also called as Westernization or modernization by the educational historians, has begun in the period of Sultan III. Selim. In the context of the Nizam-ı Cedid movement, a number of positive initiatives in education, such as the improvement of madrasas, the opening of military schools and translation activities, constitute the core of the changes that will take place in later periods. Immediately afterwards, in the period of II. Mahmut, making the reading and writing education compulsory, opening of Western-style junior high school, establishing medical and vocational schools that provide education at higher education level are considered as positive innovations of the period. The time interval from the proclamation of the Tanzimat edict until the First Constitutional monarchy is the period in which the institutionalization and structuring towards education in the Ottoman Empire is at the highest level. Besides many educational institutions in this process where the ministry responsible for education and training is established and the regulation containing the arrangements regarding this field is put into force, one of the most important initiatives made is laying the foundations of the Dâr al-Fünûn (Ottoman University) which is considered as the first university in this land. The fact that many educational institutions established in this period that are the roots of today's educational institutions is important in terms of demonstrating the accuracy of the initiatives within the mentioned period. In Meşrutiyet (the First Constitutional Monarchy) and the subsequent period of Mutlakiyet (Autocracy), contributions were provided on previous positive structuring. However, the social and economic problems experienced in the country since the second half of II. Meşrutiyet (the 2nd Constitutional Monarchy) have been effective in the inability of continuing innovations towards education. In this study, the educational institutions established in the Ottoman Empire before and after the Tanzimat period were discussed. The aim is not just to reveal what these schools are. It was also aimed to emphasize which areas in which schools are required to be based on which needs, which obstacles are encountered during the change of mentality in education, regulatory activities foreseen to overcome obstacles and to what extent they have been successful. In this regard, the signals of change as to the structure of educational institutions, which could be the source of most of the republic period, started from the beginning of 1700s and continued until World War II period. During this period of more than a hundred years, the political periods related to the structure and functioning of the state have also been influential in the structuring of educational institutions. In fact, the Reorganization (Tanzimat) period, which is known as ‘reform’ in the mentioned process, is considered as the stage where the change and transformation concerning education is the most. It is seen that the process of westernization still continues even though it is not with the same acceleration in the Constitutional Monarchy and Autocracy periods after the Reorganization period. When looking at the facility of educational institutions in chronological order, it is determined that there is a dominated understanding that prioritizes to train military staff in the military field and to have a competent army with the technological possibilities of the time, in other words, to create a strong defence system against the foreign powers of the country. Indeed, for the first time in order to give technical information about modern military, Hendesehane opened and started to operate in İstanbul in 1734 by Mahmut I; Mühendishâne-i Bahrî-i Hümâyûn, the school of the first military maritime was opened in 1775 in order to provide modern education; Mühendishâne-i Berrî-i Hümâyun was founded in 1795 in Istanbul, in order to train artillery and military officer (military engineer); Mekteb-i Harbiye, which was opened in 1835 to train officers, and Menşe-i Küttab-ı Askeri, which was established to train military scribes, contributed to the contemporary construction of the army. In the mentioned period, the most important change outside the military area was in the health area. In this sense, in order to meet the medical doctor needs of the army, Tıbhâne-i Amire was established in 1827. In 1867, the first civilian medical school, Mekteb-i Tıbbiye-i Mülkiye, started education and training. Another important innovation movement for education was in the field of law. In this context, the School Law was established in 1880. In order to train competent staff in administrative staff, the schools of the Mekteb-i Mülkiye, the schools of teacher, the schools that enable women to do education, the improvement of schools that train the clergy and the regulations based on this take attention as educational activities carried out in the mentioned period. (shrink)

BL With revised Latin text and English translationBL New historical notes and rewritten Introduction Columba is one of the best-known saints of the early Celtic church; through his foundation of the abbey of Iona he had a far-reaching influence on medieval Christianity. In about 700, a century after his death, the Life of Columba was written by Adomnán, ninth abbot of Iona. It has long been valued as the major primary source on the subject, for the light it throws (...) on early medieval Scotland and Ireland, and as an important work of literature. The 1961 edition of the Life, by Alan and Marjorie Anderson, has long been unavailable. Marjorie Anderson has now revised both the Latin text and the English translation, provided new historical notes, and rewritten the Introduction to take account of recent work in the area. This new edition of a source indispensable for the study of the early medieval church meets a major scholarly need. (shrink)

This volume offers a significant overview of authors, works and characteristics of philosophy in Latin America in the 16th - 18th centuries, i.e. essentially "colonial scholasticism": this is actually a remarkable chapter in the history of Baroque or Modern scholasticism. This volume is a collection of studies on Latin American scholasticism originally presented at the Fourth International Conference of Medieval Philosophy at the Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS), Porto Alegre, Brazil, November 12-14, 2012. These essays (...) provide a significant overview of authors, works and areas of interest associated to scholastic thought in the 16th-18th centuries, focusing particularly on Latin American or European-born authors whose philosophical and theological careers were significantly set in Latin American soil and, due to their education, reveal a profound acquaintance with European philosophical theories and problems. The reception and development of Medieval thought in Baroque scholasticism, the connections between European philosophy, mainly Iberian scholasticism, and philosophical-theological debates in the New World, and the revisiting by Latin American scholars of Medieval schools of thought and theoretical patterns taught in Europe, prompted by the encounter with several peoples living in the new continent and the search and justification for models of colonization, are some of the relevant issues discussed in here. The studies collected in this volume place colonial scholasticism in the history of ideas by letting authors and their writings speak for themselves. (shrink)

This article is aimed at examining the impact of Jesuit philosophical education, particularly the Cursus Conimbricensis, on the intellectual culture existing during the 18th and 19th centuries in the Slavic territories now part of Belarus, Russia, and Ukraine. We have sought to trace the movement of Coimbra Aristotelianism to the East and discern the most promising directions for further research. Although any direct references to the Coimbra Course made by Russian-speaking intellectuals of the period are hard to find, (...) we propose an examination of the circulation and provenance of the actual volumes as a means of establishing the link between Slavic thought and Coimbra Jesuit Aristotelianism. (shrink)

Women and Philosophy in 18th Century Germany gathers for the first time an exceptional group of scholars with the explicit aim of composing a comprehensive portrait of the complex and manifold contributions on the part of women in 18th century Germany. Amidst the re-evaluation of the place of women in the history of early Modern philosophy, this vital and distinctive intellectual context has thus far been missing. As this volume will show, women intellectuals contributed crucially (directly (...) and indirectly) to the development of German philosophy in the period, and this in spite of profound institutional, cultural, and religious obstacles. The volume's various contributions will show that we as historians and students of the period have much to learn from not only studying the published contributions of these neglected figures, but also from attending to the diverse and ingenious ways which they found for engaging (particularly) with their male contemporaries on the issues of the time. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for (...) the training of new recruits to other professions. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

The paper describes the situation of teaching mathematics and its position at Prague University in the second half of the 18th century. In order to be able to adequately present the specific changes during this period, I first explain the development of the role of mathematics as a modern science among the Prague Jesuits in the two centuries before. It is pointed out that the Jesuits initially assigned only a very minor importance to mathematics. From the middle of (...) the 17th century, however, there was significant development. In the middle of the 18th century, under the influence of the Enlightenment, state reforms set in, which also significantly influenced the structure and content of education at Prague University. I describe the consequences of these reforms – that also led to the dissolution of the Jesuit Order – for mathematics. Finally, I deal with the life and work of mathematicians and astronomers at Prague University in the second half of the 18th century. (shrink)

This article focuses the divorce oaths reflected in fatwās from Ottoman social life, oathbreakings and the remedies muftīs suggested to nullify divorce oaths. The purpose of the article is to describe the usage areas of the divorce oath in Ottoman social life, the problems within and outside of marriage it created, and the ways to solve these problems, based on the issues consulted to muftīs. The fatwās used as a data source in the article are limited to those have personally (...) been asked to Hanafī muftīs who served in Anatolia and Rumelia between the 16th and 18th centuries. The article is a study of the history of law that uses the fatwās in the collections, most of which are found as manuscripts, as the main data source. The acceptance of conditional divorce as a kind of oath in the Hanafī legal tradition paved the way for its use in Ottoman social life for different purposes beyond divorce. A great number of fatwās indicate that the divorce oath of husband in the family was sometimes a means of restraining and educating the wife, and sometimes a counter measure some rules of the Hanafī madhhab that may cause victimization of the wife. In social life, the divorce oath was used to reinforce personal decisions, it often functioned as a verbal guarantee in debt relations, and allowed the authorities to put pressure on people. Violation of the divorce oaths would in many cases cause serious family problems. Therefore Ottoman muftīs suggested some remedies to nullify divorce oaths. These remedies generally are proxy, marriage by unauthorized person and to divorce the wife-to break the oath-to remarry the wife. The article describes and interprets numerous fatwās on which these findings are based, in the light of Hanafī legal doctrine. (shrink)

This paper sheds new light on the prevalence of evolutionary ideas in Scotland in the early nineteenth century and establish what connections existed between the espousal of evolutionary theories and adherence to the directional history of the earth proposed by Abraham Gottlob Werner and his Scottish disciples. A possible connection between Wernerian geology and theories of the transmutation of species in Edinburgh in the period when Charles Darwin was a medical student in the city was suggested in an (...) important 1991 paper by James Secord. This study aims to deepen our knowledge of this important episode in the history of evolutionary ideas and explore the relationship between these geological and evolutionary discourses. To do this it focuses on the circle of natural historians around Robert Jameson, Wernerian geologist and professor of natural history at the University of Edinburgh from 1804 to 1854. From the evidence gathered here there emerges a clear confirmation that the Wernerian model of geohistory facilitated the acceptance of evolutionary explanations of the history of life in early nineteenth-century Scotland. As Edinburgh was at this time the most important center of medical education in the English-speaking world, this almost certainly influenced the reception and development of evolutionary ideas in the decades that followed. (shrink)

The correctness of application of orientalist discourse of E. Said to the colonial policy of the Russian Empire is analyzed in the article on the example of P. I. Rychkov research. By studying integration of Bashkirs in the structure of the Russian state, the author came to the conclusion that Russia’s policy in the East was based on the experience of the management of non-Russian peoples, which was developed in the 16-17th centuries. The establishment of ‘cultural distance‘ is typical only (...) for a small group of educated administrators of past-Petrine era. Most of the officials of the region, as in the preceding period, and during the time of Rychkov and Tatishchev preferred to rely on traditional methods of Bashkir management, which was developed in the period of their voluntary accession. Managerial stereotypes of 16-17th centuries, had significant influence on policy towards South-Eastern peoples of Russia even in the 19th century. The Russian administration inherent in the desire to integrate the non-Russian peoples in the General class structure of the state on the basis of analogies or correspondences, the objective of which was social and cultural rapprochement of the two societies. (shrink)

The essays in this collection, many originally presented at a 2008 colloquium on Celtic Cosmology and the Power of Words, aim to examine the worldviews held by the Celtic peoples, particularly the Gaelic (Irish and Scottish) perspectives. Texts and inscriptions, some of them pre-Christian, in Celtic languages and in Celtic Latin provide the sources for the worldviews under study. This area of research is also linked to that of the power of words, which refers to human belief in powerful speech (...) acts. Naming and story-telling processes convey knowledge of the cosmos; this knowledge is connected to the landscape and its roads, rivers, mountains and hills. Cosmology is a description of the order and structure of the world as perceived by human beings, and its study is a study of layers – in the earth, in the language and in the tales. (shrink)

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the (...) past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain. (shrink)

The research project described in this report represents one of the most extensive studies of character education ever undertaken, including over 10,000 students and 255 teachers in schools across England, Scotland, Northern Ireland and Wales. Research techniques consisted of a mixture of surveys, moral dilemmas and semi-structured interviews. This report explores: - The current situation in character education, both in the UK and internationally - How developed British students are with respect to moral character and the (...) extent to which they are able to understand and apply moral virtues, especially those aged 14 and 15 - How teachers in the UK understand their role in terms of students’ moral and character development - What helps or hinders the development of children’s characters according to teachers in UK schools. (shrink)

Originally published in 1959, this book examines the history of classical education in Britain, beginning in the sixteenth century with the rise of humanism, which emphasized the importance of reading only the best Latin authors and re-introduced Roman structures of education in the form of grammar schools. Clarke also uses Scotland to compare and contrast with the educational history of England, particularly the ways in which the teaching of classics changed and developed over time. This book (...) will be of value to anyone with an interest in the history of education in general, and the history of classical education in particular. (shrink)

The year 2022 marks a century since the death of Reverend John Knox Bokwe, a minister of the United Free Church of Scotland Mission in South Africa. Although little known, Bokwe was an important member of the emerging African intellectual elite towards the end of the 19th century. He demonstrated the creative tension that arises when two cultures encounter each other as he confronted and made sense of the historical meaning of modernity. He emphasised the value of (...) his traditional culture in a context where western culture was making a significant transforming impact on African life, which produced a creative tension throughout his working life in various contexts. This paper analyses his particular contribution as an active committed Christian through a number of overlapping lenses – his life in clerical work, journalism, literature, theology, education, music and his involvement in social and political issues and ministry. In all this he operated with a holistic vision. The paper offers an assessment of his life’s work using a combination of primary and secondary sources. Contribution: This article adds to the growing body of work that is derived from studies on the emergence of indigenous leadership in South Africa by looking at the life, work and Christian witness of Rev John Knox Bokwe from the perspective of the creative tension that he experienced and navigated in the varied professional and vocational perspectives he engaged in during his life. (shrink)

This volume examines the evolving reputation of Rousseau as an authority on education in France from the publication of Emile in 1762 to the fall of the Jacobins in 1794. It takes as its focus the centrality of the debate over private and public education. The author argues that what unites Rousseau and the Revolutionaries is their holistic approach, which perceives an organic relationship between the internal constitution of the person as a moral and emotional being and what (...) are normally thought of as external public matters such as politics. Education is, in fact, the key to Rousseau's philosophy and it is also the key to revolutionary change. The Revolutionaries may start by looking at the necessary reform of the monarchy or the taxation system, but as things develop, they realise that if the Revolution is to last, education must be appropriate to it. In this way the Revolutionaries are obliged to consider education as a tool for thinking about the very problem Rousseau had perceived: the connection between the inner self and society and its institutions. The study examines the way in which the early revolutionaries are faced by Rousseau's already established reputation as an authority on private education and how this poses problems for them. Linked too emphatically with individualism and the private sphere, Rousseau represents an ambiguous symbol for those concerned with the reform of public education. Yet, his reputation in the field of child care the developing cult of him as inspiration and symbol of the Revolution make him an almost obligatory reference point for educational reformers. The author's analysis traces the progression of the Revolutionaries' attitudes. The volume demonstrates how the first thirty to thirty-five years of the fortunes of Rousseau's reputation as an educationist have, arguably, more to do with politics than pedagogy. Two major phases of the intermeshing of education and politics around the figure of Rousseau can be seen: the first in the years following the publication of Emile, when the supporters of absolute monarchy show their suspicion of the radical implications of Emile, and the second in mid-Revolution, when the association of Rousseau and his political doctrine spills over into the plans of educational reform. This volume charts the progress of these developments and casts new light on the vexed question of the relationship of Rousseau to the French Revolution. (shrink)

Summary, page 467: "This book is concerned with the influence of Hume’s metaphysics and moral philosophy in 18th-century Europe and it is divided into two main parts. The first part is focused on the exposition of Hume’s metaphysics and moral philosophy in their historical context, because this topic is still mostly unknown in Croatia. The second part deals with the influence of Hume’s metaphysics and moral philosophy on selected European thinkers of the Age of Enlightenment until the beginning (...) of the French Revolution in 1789.". (shrink)

Despite Robert Boyle’s enthusiasm as a leading chemist in the early years of the Royal Society, his experiments on animals raised acute moral and theological issues in regard to animal suffering. Many years after Boyle’s experiments in the scientific field of pneumatics, Joseph Wright of Derby painted a complex representation of Boyle’s early experiment called An Experiment on a Bird in an Air Pump. I use an art historical methodology to resituate Wright’s imagined painting of group performance as a microcosm (...) of 18th-century morality against the backdrop of Boyle’s profound eschatological beliefs and earlier discourse on animal ethics. (shrink)