Insofern Erziehung auf die Zukunft gerichtet ist, bedarf sie der Hoffnung. Und wer nicht hofft, kann auch nicht erziehen. Doch die nicht selten euphorisch zu nennende Erwartung, dass man von einer wissenschaftlich begründeten Erziehung auch eine entscheidende Weltverbesserung erhoffen könne, dürfte wesentlich eine Erfindung der anhebenden Neuzeit gewesen sein. Die übliche pädagogische Ideengeschichte sieht in Comenius zumeist einen vormodernen Gegenpol zum technisch-zivilisatorischen Denken der Neuzeit – und übersah damit notwendig wesentliche Kontinuitäten. Denn es war Comenius, der mit seiner (...) pansophischen Systematik zuerst die Hoffnung verband, eine solcherart durchkonstruierte Erziehungsmaschine begründet zu haben, dass eine wahrhaft pansophisch ausgerichtete Erziehung auch einen unfehlbaren Erziehungserfolg verbürgen müsse. Ein mentalitätsgeschichtlicher Zugang vermag dabei zu zeigen, wie sich die pädagogischen Hoffnungen des Comenius entwickelt und zeitgleich mit der pansophischen Systematik ausgeprägt haben. _Je durchdachter die Systematik wurde, desto unfehlbarer sollte auch die Erziehung werden._ Mit einer vollkommen realisierten pansophischen Erziehung würden sich also alle Hoffnungen auf eine Weltverbesserung _erfüllen_; alles, was bis dahin zukunftsgerichtete Hoffnung war, würde also mit der Pampaedia zur erfüllten Gegenwart werden. Von der menschlichen _resignation_ der Frühschriften über die gott-menschliche _cooperatio _der pansophischen Programmschriften führt solcherart der Weg zur intendierten _omnipotentia _des Menschen, an welcher schließlich auch die Erziehung teilhaben soll. Unter der Rücksicht der longue durée ist Comenius damit nicht nur _ein_, sondern letztlich _der _Begründer der pädagogischen Moderne. Seit Comenius produziert wissenschaftlich-systematisches Denken immer neue Erziehungshoffnungen, die sich sodann durch gesellschaftliche Erwartungshaltungen selbstlaufend _re_-produzieren und die Nachfrage nach pädagogischer Wissenschaftlichkeit wiederum steigern. Doch die Welt hat sich bis heute bekanntlich nicht verbessern lassen – trotz einer über 350 Jahre alten Tradition wissenschaftlich begründeter Pädagogik. (shrink)

This is a study of the life and writings of the Czech educator, Jan Amos Komensky, better known to the world as 'Comenius'. The work has been extensively researched in Eastern Europe and has benefited significantly from the reappraisal of their cultural traditions that has been conducted by Slavic scholars since the collapse of communism in the late 1980s.

Our aim in this study is to examine the attitude to violence expressed in the works of two leading figures in the history of Czech philosophical thought. Several scholars in the field of Comeniology have expressed the belief that not only clear parallels but also direct continuity can be traced between the views of Petr Chelčický and those of Jan Amos Comenius. To make a proper judgement as to whether Comenius and Chelčický shared identical attitudes to the question (...) of the legitimacy of violence, we focus first on Comenius’s climactic work, in which his point of view is most fully expressed. Subsequently we analyse Chelčický’s views and compare them with Comenius’s attitude. A comparison of the works of the two thinkers leads to the conclusion that on the one hand Comenius’s key opinions are much more comprehensively founded; on the other, he does not restrict himself to a critique of physical violence but also deals with the spiritual struggle. Any analogy between Chelčický and Comenius’s attitude to violence can therefore be related only to the early works of Comenius in which his concept of universal tolerance was not yet thoroughly thought through. The study therefore focuses on the issue of the development of Comenius’s concept of tolerance as well. (shrink)

Solidní sondáž přírodní filosofie J.A. Komenského zprvu vyznačuje duchovní situaci doby a vlivy, jejichž působením vznikala soustava českého učence. Po dvou exkursech, věnovaných mozaické fyzice a hermetické filosofii.

Orbis Sensualium Pictus by Comenius is historical evidence of the revolutionary development of language didactic in the seventeenth century. However, this book is not only a simple encyclopedic Latin study book with pictures, but a little theology work containing Christian cosmological universalism as well as a pedagogy which provides principles for educational practice and social realizations of a theological ideal in a very new and creative form of iconography. While studying Latin seems to be the main purpose of his (...) work, the authentic intention of the author lies in a panpedagogical call to a religious-educational mission for rebuilding humanity and society during and after the 30 Years War. In this article, we will show the historical and pedagogical meaning of this book through component analysis, framework analysis and iconographical interpretation. In addition, we will also approach Comenius’ concept of Pampaedia through an iconographical shortcut, highlighting a picture in “Invitatio” and “Clausula”, which is presented twice in this book. (shrink)

Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important (...) connections to the modern theories of Bildung. Comenius connects individual human growth with global issues such as the growth of scientific knowledge, the justice of political systems, and world peace. In his philosophy, Comenius strongly criticises the problems of the rising modern thinking such as trapping to dualisms. From that angle, Comenius appears an almost postmodern thinker with surprising similarity to the thoughts of C S Peirce. (shrink)

Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important (...) connections to the modern theories of Bildung. Comenius connects individual human growth with global issues such as the growth of scientific knowledge, the justice of political systems, and world peace. In his philosophy, Comenius strongly criticises the problems of the rising modern thinking such as trapping to dualisms. From that angle, Comenius appears an almost postmodern thinker with surprising similarity to the thoughts of C S Peirce. (shrink)

Johannes Clauberg has always been recognized as an important figure between the new and the antique philosophy, but little has been done to assess his significance. The volume edited by Theo Verbeek is the first aimed at exploring Clauberg’s position with respect to Cartesianism and the ramifications of his own arguments. It contains the papers delivered at a colloquium in Groningen in 1995. A first group of articles deals with Clauberg’s first metaphysical construction, his Ontosophia. Ulrich Gottfried Leinsle examines the (...) sources of the Ontosophia in the Pansophia of Comenius, V. Carraud investigates the variants of the various editions of the Ontosophia until 1664 outlining the difficulties of conciliating ontology and theory of subjectivity, Jean-Christophe Bardout its impact on Malebranche, and Jean École on Wolff. A second group of articles deals with problems of knowledge. Aza Goudriaan writes about Clauberg’s position on the knowledge of God, L. Spruit on perceptual knowledge, and Detlev Pätzold on causality. Claude Weber delves into Clauberg’s attempt of providing a systematic description of the etymology of the German language, Theo Verbeek into Clauberg’s activity as a teacher of Descartes’s Principia philosophiae, and Christia Mercer into Clauberg’s notion of corporeal substance. Michael Albrecht, finally, considers the impact of Clauberg’s work from the peculiar and nonetheless very proper standpoint of “eclectic philosophy.” A biographical and bibliographical sketch by Theo Verbeek concludes the volume. (shrink)

This is a fundamental re-assessment of the world-view of the alchemists, natural philosophers and intelligencers of the mid 17th century. Based almost entirely upon the extensive and hitherto little-researched manuscript archive of Samuel Hartlib, it charts and contextualises the personal and intellectual history of Johann Moriaen (c.1592-1668), a Dutch-German alchemist and natural philosopher. Moriaen was closely acquainted with many of the leading thinkers and experimenters of his time, including René Descartes, J.A. Comenius, J.R. Glauber and J.S. KÃ1⁄4ffler. His (...) detailed reports of relations with these figures and his response to their work provide a uniquely informed insight into the world of alchemy and natural philosophy. This study also illuminates the nature and mechanisms of intellectual and technological exchanges between Germany, The Netherlands and England. (shrink)

Although by no means a genius, Comenius’s teacher, Johann Heinrich Alsted, was in one sense a prodigy. His great Encyclopaedia of 1630 was fi rst sketched out in his Panacea philosophica of 1610, when the young Herborner was only 22 years old; and in the larger Artium liberalium ac facultatum omnium systema mnemonicum, completed the previous year, its origins are traced back further still, to the outset of his studies in the Herborn academy in 1602, at the tender (...) age of fourteen. More specifi cally, Alsted reveals that his encyclopaedic project began as a commonplace book collected in no small part from his father’s table talk, his mother’s precepts and practice, his grandfather’s library, and the extraordinarily rich collection of pedagogical theorists in his immediate family circle. This paper traces Alsted’s genealogy as a bibliographical as well as a biographical exercise: that is, as a means not merely of revealing his bloodlines, but of tracing the intellectual genealogy of an individual at once deeply rooted in the Reformed academic and clerical community of Hesse and the Wetterau and impatient to break free of established orthodoxies in pursuit of a fresh intellectual synthesis. Tracing the tangled roots of this genealogy back several generations reveals that Alsted’s yearning for further reformation fed upon lengthy familial engagement with various strands of Renaissance humanism, Reformed theology, Ramist pedagogy, Paracelsian medicine, and perhaps even millenarianism. (shrink)

The paper deals with the work Philosophia Sacra: Or The Principles of Natural Philosophy. Extracted from Divine Revelation, published in 1753 by the relatively unknown English clergyman Samuel Pike (circa 1717 – 1773). This work falls within the tradition of the so-called Mosaic physics, a specific Early Modern endeavor to build natural philosophy based on a literal reading of the Holy Scriptures, particularly the first chapters of the book of Genesis attributed to Moses – hence the term “Mosaic.” For this (...) reason, at the beginning of the paper, the author seeks to introduce the fundamental ideas of this movement as expressed by its key proponents, namely L. Daneau, O. Casmann, and K. Aslakssøn. In the subsequent analysis of Pike’s natural-philosophical conception, the author highlights its specific features, including obvious Newtonian influences on the one hand (Pike’s work was written about a century and a half later than the texts of the ‘founding fathers’ of Mosaic physics and must have been influenced by the contemporary discourse). On the other hand, Pike’s work exhibits strong, albeit implicit, similarities with the ideas of J. A. Comenius, another thinker associated with Early Modern Mosaic physics (and often considered its most significant representative, which are explored in the concluding part of the text. It can be said that Pike’s work appears as a remarkable and highly original culmination of the Mosaic natural philosophy tradition, combining a range of seemingly unexpected, if not outright contradictory, motifs. (shrink)

The Natural Philosophy of Jan Bayer The main focus of this study is a reconstruction of the natural philosophy of the early modern Prešov's scholar Jan (Johannes) Bayer (1630–1674), with special regard to its Mosaic profile. After a critical reading of the research done on Bayer up to this point, the author concludes that Bayer’s natural-philosophical work, as such, has not yet been satisfactorily analyzed, nor has its connection to its supposedly two most important sources, Francis Bacon and Jan Amos (...) Comenius, been sufficiently explored. The study therefore concentrates on a critical analysis of Bayer’s interpretation of creation and his natural history, which are then both situated in the philosophical context of their time. The author then notes that although Bayer’s project of erecting an original and on the (especially Aristotelian) tradition independent Mosaic natural philosophy ended in failure, the thinker’s work can be assessed as a valuable attempt to synthesize Baconian and Comenian motifs while at the same time reflecting broader intellectual contexts of the period. (shrink)

While the emancipatory efforts of the Czech national revival culminated at the end of the 18th and in the 19th century, manifestations of national feeling in the 17th century Czech Lands were rather rare. The article focuses on the concept of nationality as it was treated by scholars from the monastic orders such as the German provincial of the Czech Franciscan province, Bernhard Sannig (1637–1704), or the Czech Jesuit Bohuslav Balbín (1621–1688), whose views are briefly compared with those of the (...) most significant representative of the Czech Protestant emigration – Johann Amos Comenius (1592–1670). By the means of analysis and comparison of several texts, the article investigates how the concept of nationality was gradually rationalized and moralized through the ethical categories of vice and virtue. These reflections on nation, nationality, and patriotism and their moral assessment demonstrate that their authors anticipated some elements of the later formulated doctrine of the natural law of nations, which theoretically justified the demands of the Czech national revival and formed the basis for the concept of Czech history. (shrink)

In the tense religious climate of the late Renaissance (ca. 1550-1650), traditional charges of impiety directed against Aristotle carried new weight. Many turned to alternative philosophical authorities in the search for a truly pious philosophy. Another, "most pious" solution was to ground natural philosophy on a literal reading of the Bible, especially Genesis. I examine this kind of physics, often called Mosaic, or sacred, or Christian, through the example of Johann Amos Comenius and those whom he praises as (...) predecessors in his attempt to reform physics according to the "divine light" of Scripture. In analyzing the works of these authors, I conclude that what they shared most effectively was an agenda rather than a practice. They defended the single, universal truth of a "Christian philosophy" grounded in biblical literalism against the impious excesses of philosophical naturalism, on the one hand, and against the antiphilosophical attacks of extreme theologians, on the other hand. This peculiar strand of natural philosophy, neither traditional nor "modern," needs to be included in attempts to map the complex dynamics of contemporary debates and self-presentations. -/- . (shrink)

Contents \t\t\t\t\t \tTRANSLATOR'S INTRODUCTION \t\t1 \t \tNOTE ON THE TRANSLATION \t\t39 \t OBSERVATIONS ON THE FEELING OF THE BEAUTIFUL AND SUBLIME \t\t\t\t\t \tSECTION ONE: \t\t\t\t \t\tOf the Distinct Objects of the Feeling of the Beautiful and Sublime \t\t45 \tSECTION TWO: \t\t\t\t \t\tOf the Attributes of the Beautiful and Sublime.

This important new book by a major voice in the Social Imaginaries movement offers the most systematic attempt to establish conceptual and historical links between the idea of modernity as a new civilization and the notion of multiple modernities. Arnason demonstrates a theory of globalization that is still compatible with the emphasis on unity and diversity of modernity as a civilization.

The article picks up the threads of especially Martin Muslow’s 1990s research and describes the distinctiveness of the “relational metaphysics of resemblance” in the middle of the seventeenth century. The late Renaissance metaphysical outlines, carried out in the Comenius circle, are characteristic for their relationality, accent on universal resemblance, providentialism, pansensism, sensualism, triadism – and also for their effort to define metaphysical terms properly. While Comenians share the last – and only the last – feature with Cartesians, they differ (...) in the other features. Therefore, Cartesians and Comenians cannot come to terms in the issue of the proper definitions either. Quite on the contrary, they oppose each other on this issue. By means of Johann Clauberg’s criticism of Georg Ritschel and René Descartes’s only supposedly “mysterious” and “solipsist” second meditation, the article turns a Cartesian mirror to the Comenian metaphysical project. In its light, the definitions of Georg Ritschel, Johann Heinrich Bisterfeld and Jan Amos Comenius turn out to be unacceptable for Cartesians (and also for Thomists and, in part, for Baconians). Despite their superficially Aristotelian-scholastic appearance, their content is notably Paracelsian-Campanellian (with a Timplerian foundation). Even though Comenian definitions of metaphysical terms had been refused and refuted by Cartesians, they experienced a second lifespan in their robust influence on Leibniz and Newton. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Eclecticism and the Technologies of Discernment in Pietist PedagogyKelly J. WhitmerWhile the Franckesche Stiftungen (the Francke Foundations) of Halle/Saale are perhaps best known today as the institutional centre of German Pietism, throughout much of the eighteenth century they were widely regarded as a pedagogically innovative Schulstadt (or city of schools). The founder of this Schulstadt, August Hermann Francke (1663–1727), was many things to many people: Pietist, radical Lutheran, theologian, (...) pedagogue, professor of Greek and Oriental languages, preacher, member of the Berlin Academy of Sciences and proponent of a Protestant mission. Like most participants in what was initially a grassroots movement oriented around the personality of Philipp Jakob Spener (1635–1705), a minister active in Frankfurt am Main around 1670 who sought to breathe new life into the Lutheran church,2 Francke rarely referred to himself as a Pietist. From his post at the University of Halle (founded in 1694), this Spenerian prote´gé set out to create a new "universal seminar" that would make the assimilation of many diverse points of view, identities, and competing strands of knowledge its [End Page 545] defining mandate. "My purpose," Francke wrote in a letter to a Pastor Ring from Grünebartau (October 29, 1712), "is to develop a universal institution, useful for bringing into a good and holy order all that is important for the Christianity of all orders of society and relates, in some way, to the healing power of the soul."3 His Schulstadt would "bring into order" a myriad of relationships around a single point and relied, quite deliberately I propose, on an eclectic methodology to do this.In recent years, the relationship of Francke's Schulstadt to the implementation of Brandenburg-Prussia's first compulsory schooling system and teacher training institutes has been better documented than in the past.4 Scholars of education have paid closer attention to the methodological innovations of Pietist pedagogy, and its points of convergence with the ideas of John Locke (1632–1704), Jean-Jacques Rousseau (1712–1778) and Johann Heinrich Pestalozzi (1746–1827) have become subjects of mounting interest.5 Francke's significance for the history of education has been assessed mainly in terms of his ability to realize the pedagogically inclined reform projects of seventeenth-century figures, such as Johann Amos Comenius (1592–1670).6 We know that the thousands of children who participated in the life of the Schulstadt very often left Halle to become actively involved as teachers and ministers throughout the German states. Several played pivotal roles in the development of the late eighteenth-century educational reform movement known as Philanthropismus and its associated practices and institutions.7 [End Page 546]Perhaps the most striking feature of Francke's Schulstadt was its curriculum, which featured innovative training regimens in applied mathematics for children from diverse social backgrounds.8 The scale and rigor of these programs were to be found nowhere else at the time and can be linked to the overtly pedagogical mandate of the Berlin Academy of Sciences (f. 1701). These regimens deliberately juxtaposed artisanal and learned knowledge and stressed the importance of the eye as a conciliatory medium.9 Despite having acquired largely anti-empiricist reputations over the years due to their lingering interest in alchemy and their roles in securing the banishment of the "rationalist" mathematician and philosopher, Christian Wolff (1679–1754), from their community in 1723, careful consideration of what Halle Pietists were teaching in their schools suggests a different view. These historical actors reconciled categories of knowledge production and transmission often framed as oppositional—despite what several scholars have recently shown to be their clear interconnectedness.10I argue here for the predominance of eclecticism in the Schulstadt, including a pronounced emphasis on the "middling" mathematical and mechanical sciences as tools of conciliation and self-improvement. I seek to illustrate how eclecticism was much more than a Philosophiebegriff that was well received by some Pietists, as Walter Sparn has argued, but that it is better understood as a set of conciliatory practices, traces of which resonate in Pietist lesson plans.11 Teachers in Francke's schools integrated experimental philosophy into an educational program that was introducing children to the exercises of... (shrink)

This translation of a classic and original work of intellectual history is beautifully done. Rossi’s book Clavis Universalis was first published in Italian in 1960, but Clucas translates the second, revised edition of 1983. The book is about Renaissance and 17th-century encyclopedism, hieroglyphics and cryptography, the techniques of artificial memory, the history of rhetoric, changes in views about logic and method in the scientific revolution, and new ideas about how language and images might reflect or capture reality. Frances Yates’s brilliant (...) The Art of Memory, published in 1966, has so far had much more influence in the English-speaking world. Despite warm citations and many points of contact with Yates’s work, Rossi is less interested in uncovering hidden occult traditions, and more focussed on the way major 17th-century thinkers’ work must be understood against the rich background of schemes for universal grammar and local memory. He shows that scholars working on Bacon, Descartes, and Leibniz miss key references to this intellectual heritage. Half of the book [152] introduces relevant mnemonic, rhetorical, linguistic, medical, and occult writings. Rossi includes illuminating discussions not only of Ramon Lull, Petrus Ramus, Cornelius Agrippa, Giordano Bruno, and all, but also of fascinating minor writers like Guglielmo Gratorolo who systematized advice on medical aids to memory in the mid-16th century, and the wonderful Johannes Spangerbergius, who classified various forms of amnesia in 1570. He then argues that polemic against the arts of memory in both Bacon and Descartes coexisted with intense interest on their part in the supplementing of weak powers of natural memory by various artificial aids and objects outside the boundaries of skull and skin. Rossi tells the strange stories of the great 17th-century encyclopedists and universal language schemers—Alsted, Comenius, Wilkins, Dalgarno—making important connections between Wilkins’s scheme and worries about methods for botanical classification in the early Royal Society. The final chapter is a tour de force on ‘the sources of Leibniz’s universal character’, placing him (as Clucas neatly puts it) ‘at the “end” of a Renaissance intellectual tradition rather than reading him “forwards” as an innovative precursor of modern formal logic’. Historians of science, linguistics, and philosophy have built on many aspects of Rossi’s work since 1983, and Clucas contributes an outstanding introduction which summarizes key strands of recent scholarship. (shrink)