Scholarly knowledge: textbooks in early modern Europe. Edited by: Campi, Emidio; De Angelis, Simone; Goeing, Anja-Silvia; Grafton, Anthony T (2008). Geneva, Switzerland: Droz.
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Any attempt to understand the roles that textbooks played for early modern teachers and pupils must begin with the sobering realization that the field includes many books that the German word Lehrbuch and its English counterpart do not call to mind. The early modern classroom was shaken by the same knowledge explosion that took place in individual scholars’ libraries and museums, and transformed by the same printers, patrons and vast cultural movements that altered the larger world it served. In the fifteenth through seventeenth centuries, the urban grammar school, the German Protestant Gymnasium and the Jesuit College, all of which did so much to form the elites of early modern Europe, took shape; the curricula of old and new universities fused humanistic with scholastic methods in radically novel ways. By doing so, they claimed a new status for both the overt and the tacit knowledge that made their work possible. This collected volume presents case studies by renowned experts, among them Ann Blair, Jill Kraye, Jürgen Leonhardt, Barbara Mahlmann-Bauer and Nancy Siraisi.
|Item Type:||Edited Scientific Work|
|Communities & Collections:||06 Faculty of Arts > Institute of Education
01 Faculty of Theology > Institute of Theology
|Dewey Decimal Classification:||230 Christianity & Christian theology
|Deposited On:||15 Jan 2009 13:32|
|Last Modified:||05 Apr 2016 12:44|
|Series Name:||Travaux d’Humanisme et Renaissance|
|Number of Pages:||448|
|Additional Information:||Contributions of a conference held in Zurich in December 2005|
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