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\"This book contains twenty essays on Italian Renaissance humanism, universities, and Jesuit education in three equal parts. The book defines Renaissance humanism, then studies biblical humanism, humanistic education in Venice, the pioneering historian of humanism Georg Voigt, and Paul Oskar Kristeller. The middle section discusses Italian universities, the sports played by university students, a famous law professor, and the controversy over the immortality of the soul. The last section analyses Jesuit education: the culture of the Jesuit teacher, the philosophy curriculum, attitudes toward Erasmus and Juan Luis Vives, and the education of a cardinal. This volume collects Paul Grendler's most recent research (published and unpublished), offering to the reader a broad fresco on a complex and crucial age in the history of education\"--.

\"The focus of this volume is on illuminating how local educational traditions developed in particular contexts around the world before or during the encounter with European early modern culture. In this vein, this volume breaks from the common narrative of educational historiography privileging the imposition of European structures and its consequences on local educational traditions. Such a narrative lends to historiographical prejudice that fosters a distorted image of indigenous educational cultures as \"historyless,\" as if history was brought to them merely through the influence of European models. Fifteen multi-disciplinary scholars globally have contributed with surveys and perspectives on the history of local traditions in countries from around the globe before their own modernities. -- Contents: \"Universities\" in Japan? : education and places of learning in the early modern period / Gaétan Rappo -- School education in China from 1400 to 1800 / Guochang Shen, Yongyan Wang, and Xia Shen -- Education in premodern Korea : commitment, resiliency, and change / Edward Choi and Sunghwan Hwan -- Mission schools in Batakland / Jan S. Aritonang -- Interaction between Maori \"indigenous\" educational systems and the \"imposed\" educational systems of the West / Mere Skerrett -- Education and the transmission of knowledge in India's medieval past : contents, processes, and implications / Saiyid Zaheer Husain Jafri -- Shi'i educational traditions and systems in early modern Iraq and Iran / Zackery M. Heern -- Learning and literacy in Mesoamerica : pre-Hispanic traditions and the challenges of alphabetic hegemony / Judith Francis Zeitlin -- Indigenous peoples and colonial early modern education in Brazil / Layla Jorge Teixeira Cesar -- Traditional Ethiopian education and fifteenth-century reformist movements / Ayenachew A. Woldegiyorgia -- Premodern Ottoman educational institutions / Mustafa Gündüz -- Education in early modern Russia : beyond the \"Petrine Revolution\" / Igor Fedyukin -- Educational traditions in the Principality of Transylvania (1541-1691) Edit Szegedi -- Educational traditions in the early modern Baltics, 1400-1800 / Inese Runce -- In the name of the barefoot historians : in-between spaces within the Icelandic educational system / Sigurð; ur Gylfi Magnússon and Davíð; Ólafsson.

\"In this book, David Salomoni reconstructs the complex educational landscape that arose in sixteenth-century Italy and lasted until the French Revolution. This book addresses this historigoraphical gap, providing a new chapter in the comparative study of pre-modern education\"--.

Recently considerable interest has developed about the degree to which anthropological approaches to kinship can be used for the study of the long-term development of European history. From the late middle ages to the dawn of the twentieth century, kinship - rather than declining, as is often assumed - was twice reconfigured in dramatic ways and became increasingly significant as a force in historical change, with remarkable similarities across European society. Applying interdisciplinary approaches from social and cultural history and literature and focusing on sibling relationships, this volume takes up the challenge of examining the systemic and structural development of kinship over the long term by looking at the close inner-familial dynamics of ruling families (the Hohenzollerns), cultural leaders (the Mendelssohns), business and professional classes, and political figures (the Gladstones)in France, Italy, Germany, and England. It offers insight into the current issues in kinship studies and draws from a wide range of personal documents: letters, autobiographies, testaments, memoirs, as well as genealogies and works of art.

Although many researchers have taken a critical stance towards the theses on the history of childhood developed by Philippe Ariès in 1960, this volume is the first comprehensive collection of studies with a psychological and emotional historical orientation to demonstrate convincingly the extent to which the relationship between parents and children was a fundamental element of European society in pre-modern times.

Long description: In der vorliegenden Abhandlung wird die Geschichte der schlesischen Hochschulen beschrieben und ihre wechselvolle Entwicklung im Kontext der politischen, nationalen und konfessionellen Geschichte Schlesiens untersucht. Dabei wird dargestellt, inwieweit die Zugehörigkeit des Landes zu unterschiedlichen Staaten -- zur Habsburgermonarchie, zum Preußen des 18. bis 20. Jahrhunderts, zur NS-Herrschaft in Deutschland sowie zum polnischen Staat ab 1945 -- Einfluss auf die Entwicklung der schlesischen Hochschulen genommen hat. Außerdem wurden die gravierenden Konsequenzen der beiden von Deutschland verlorenen Weltkriege auf die Entwicklung der schlesischen Hochschulen gezeigt. Nach 1918 entwickelte sich dort der gegen die neuen slawischen Nachbarn gerichtete Nationalismus; das Jahr 1945 bedeutete den Verlust Schlesiens, die Flucht und Vertreibung der deutschen Bevölkerung und das Ende der gesamten deutschen Bildungsanstalten des Landes. Das Jahr 1945 bedeutete für die Hochschulregion Schlesien auch das baldige Wiedererstarken, das polnischen Professoren zu verdanken ist, die selbst von ihren von der Sowjetunion annektierten ostpolnischen Hochschulen vertrieben wurden und es dennoch wagten, die Hochschulen in den zerstörten ehemals deutschen Städten aufzubauen, die nun zu Polen gehörten. Auf die gesamte Entwicklung der schlesischen Hochschulen von den Anfängen in der habsburgischen Frühen Neuzeit bis zu ihrer Gegenwart im heutigen Polen wurde von deutschen Historikern selten eingegangen. Somit kann diese Arbeit einen wichtigen Beitrag zur Geschichte der schlesischen Hochschulen leisten.

In Storing, Archiving, Organizing, Anja-Silvia Goeing examines techniques developing in sixteenth century post-Reformation Zurich institutional scholarship at the Zurich Lectorium that we today would consider important to understand the history of information management and knowledge transfer.

The aim of this article is to explore the historical context of vocationalism in universities. It is based on an analysis of the history of the university from a vocational perspective. It looks for evidence of vocational engagement in the activities of universities over time, taking a long view from the birth of the Western University in the Middle Ages to the 1980s with the emergence of current issues of vocationalism in university education. It adopts a chronological perspective initially and then a thematic one. The main findings are: (1) vocationalism in university education is as old as the Western University itself, (2) there is evidence from the start of the Western University of vocational engagement in terms of the provision of vocationally relevant subjects, vocationally relevant skills and the development of vocationally relevant attitudes, (3) whereas most graduate employers used to be concerned with the vocationally relevant knowledge, skills and attitudes students acquired on their degree courses, most are now more concerned with graduate capacity and disposition to learn within their employment after graduation and (4) subject-centred education is compatible with university education that supports the vocational aspirations of students.

Höflichkeit - Manier oder identitätsstiftende Instanz?Imagebewahrung?Oder potentielle Gefahr, das Image zu verlieren?Höflichkeit entsteht aus dem Bedürfnis der sozialen Natur des Menschen heraus, anerkannt zu werden.Sie ist ein konstruktiver Teil der sozialen Ordnung.