Dissertations / Theses on the topic 'Orphans – Education – 18th century'

The philosophers of the Enlightenment base their ideas on reason while attracting public attention on the futility of religion. The concept of the universe inherited from Antiquity is rejuvenated by contemporary sciences and, at first sight, we would think that nature governs the supernatural. A number of philosophical works, which would today be considered anthropological, deal with the customs and manners of different countries of the world, inevitably describing the religious cults and ceremonies practiced throughout the centuries. To what extent are these rituals kept, neglected or transformed in the century of Enlightenment? What is the connection between the ceremonies of Antiquity and the rituals practiced in the confined space of modern secret societies? Speculative Freemasonry, introduced to France at the beginning of the 18 th century, counts among its members a number of well-known philosophers. Do these enlightened minds, most of whom are adversaries of religion, practice the rituals based on sacred and incommunicable mysteries? These are some of the questions which this dissertation tries to answer in analyzing the philosophers' (i.e. Voltaire, Dupuis, Boulanger, Demeunier) anthropological views; the origins of Freemasonry and the ancient sacred tradition; the founding murder and the sacrificial ritual; freemasonic and initiatory symbols in Ramsay's Voyages of Cyrus (1727); Ramsay's quest and the mysteries in his Discourse (1736); Casanova's Icosameron (1788), a freemasonic utopia, hermetic allegory and symbolic fable. This dissertation attempts to demonstrate that the denial of the mystery and the supposed domination of the world by reason are only the well-known and visible aspect of the 18 th century.

Title: Notification for a revered Public: the education market in 1798 Stockholm and its environs, with focus on private tutorsThis paper examines the education market of Stockholm and its environs in 1798 by looking at work advertisements written by men and women, as well as people looking to hire male and female teachers. The paper uses Yvonne Hirdman’s gender theory as well as Thomas Laqueur’s thoughts about the two-sex model to see whether there were differences in how men and women portray themselves in advertisements and how gender affected the     subjects offered. It also examines what different types of educational work was offered, subjects sought after by advertisers when hiring teachers, and which social groups, if any, can be ascertained through the material. Both hermeneutically influenced textual analysis as well as quantitative analysis is used as methods throughout the study.This study shows that a majority of the advertisers were men, and that a majority of women offered other kind of work besides teaching in their advertisements. Men tended to offer higher education while women mainly offered to teach French and needlework. This paper argues that men tended to use academic merits over characteristics, whereas women used a wider variety of strategies, using merits but also positive attributes, connecting their teaching to the concept of motherhood, as well as using strategies of weakness. It is argued that gender as a social construct affected what men and women taught and that the two-sex model can be seen in the material along-side the one-sex model. Keywords: Sweden, 18th century, Stockholm, education market, private tutors, gender.

My aim in this thesis is to demonstrate that common interpretations of Kant’s theory of respect do not account for the motivation a subject feels to follow the moral law. A large number of interpreters focus on Kant’s early ethical works—such as the Grounding and the Critique of Practical Reason—to justify how the moral law alone motivates a subject to act rightly. However, by the time he published Religion within the Limits of Reason Alone, Kant had discovered the problem of radical evil—the fact that people tend to feel more motivated by the inclinations than by the moral law. Kant’s solution to this challenge comes in the form of moral education: the contingent practices of historical institutions (factors that are extraneous to the moral law) are required to learn respect for the law. By the end of the Religion, it will be asked whether duty for duty’s sake is ever achieved.

Late 18th Britain was experiencing the beginnings of social unrest fueled in part by the American and French Revolutions. The established two class social system was being challenged by the emergence of a middle class seeking something more than traditional agricultural work. While they subscribed to very different philosophies of mind, both Stewart and Mill saw the solution to potential social chaos in a revised educational system that would open the doors to a peaceful development of that middle class. What the new educational system should look like was a direct function of the theory of mind held by the two protagonists. Employing an enlarged Foucaultian framework, this dissertation examines the various forces at work in transforming British society as it prepares for the unanticipated forthcoming industrial revolution.
Ph. D.

Martin Luther supported the development of the early German educational system on the basis of both religious and social ideals. His impact endured in the emphasis on obedience and duty to the state evident in the north German educational system throughout the early modern period and the nineteenth century. Luther taught that the state was a gift from God and that service to the state was a personal vocation. This thesis explores the extent to which a select group of nineteenth century German philosophers and historians reflect Luther's teachings. Chapters II and III provide historiography on this topic, survey Luther's view of the state and education, and demonstrate the adherence of nineteenth century German intellectuals to these goals. Chapters IV through VII examine the works respectively of Johann Gottfried Herder, Georg Wilhelm Friedrich Hegel, Leopold von Ranke, and Wilhelm Dilthey, with focus on the interest each had in the reformer's work for its religious, and social content. The common themes found in these authors' works were: the analysis of the membership of the individual in the group, the stress on the uniqueness of individual persons and cultures, the belief that familial authority, as established in the Fourth Commandment, provided the basis for state authority, the view that the state was a necessary and benevolent institution, and, finally, the rejection of revolution as a means of instigating social change. This work explains the relationship between Luther's view of the state and its interpretation by later German scholars, providing specific examples of the way in which Herder, Hegel, Ranke, and Dilthey incorporated in their writings the reformer's theory of the state. It also argues for the continued importance of Luther to later German intellectuals in the area of social and political theory.

OF PROPER CONDUCT: PRIVATE TUTORS IN STOCKHOLM AND ITS ENVIRONS 1793–1795 This paper studies private tutors in Stockholm and its environs 1793-1795 by examining work advertisements written by said tutors. It is in part a continuation of a previous study of the education market in Stockholm 1798. It utilizes Yvonne Hirdman ’s gender theory and Pierre Bourdieu’s concepts of symbolic capital to analyze differences in what male and female tutors offered to teach, how they portrayed themselves and if any social groups could be ascertained. Both qualitative and quantitative methods are used, where the quantitative method is partly influenced by the verb oriented-method from the Gender and Work (GaW) project and the qualitative method is influenced by hermeneutics. The study shows that most of the tutors were men, and of those men a majority were students, priests, educated men and officials. The female tutors did not use titles overall, but the subjects they offered to teach suggests most were in the mid- to upper mid layer of society. The French salon culture was dominating among the nobles at the end of the 18th century. This study argues that the salon culture was the cultural capital by which the tutors measured themselves. Because of their academic merits, men tended to use institutionalized cultural capital while women used only partly embodied cultural capital through their knowledge of the French language. Where men tended to use formal merits, women used a wider array of strategies. There were however a number of men who used strategies of weakness when faced with financial difficulties. Women taught mainly needlework and French, where female tutors offering to teach how to sew of clothes showed a shift from male professional tailors to female seamstresses. It is argued that Hirdman’s principle of segregation between men and women both affected the subjects the tutors were able to offer as well as the subjects they did offer.

This study examines the major works of Judith Sargent Murray, Hannah Webster Foster, and Susanna Haswell Rowson, three major writers of the 1790s whose writing responds to the ideologies of the early American Republic. I suggest that Murray, Foster, and Rowson write conduct fiction which responds to the changing attitudes toward women and education after the American Revolution. Using fiction, these authors comment on the republican woman, the need for women's education, and the necessity for women to gather in communities for support. Despite the prevailing notion that reading too many novels would corrupt young women, Judith Sargent Murray's novella, The Story of Margaretta (1786), Hannah Webster Foster's novels, The Coquette (1797) and The Boarding School (1798), and Susanna Rowson's novels, Charlotte Temple (1794) and Reuben and Rachel; or, Tales of Old Times (1798), were some of the most popular books in the late eighteenth century. If these novels were not meant to be read by young women, who were the authors' primary audience, why were they so popular? This project situates these questions in the political environment the authors were writing in to show that a relationship exists between what women were reading and how authors of conduct fiction helped facilitate the changing roles of women in the early Republic.
ID: 030646201; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 101-108).
M.A.
Masters
English
Arts and Humanities
English; Literary, Cultural and Textual Studies Track

A compreensão da Ciência como um empreendimento dinâmico e em constante transformação tem se tornado uma das mais importantes metas da educação científica nos últimos anos. É quase senso comum que discussões sobre a Natureza da Ciência (NdC) sejam incorporadas nos currículos de ciências. De uma forma geral, a NdC pode ser definida como um arcabouço de saberes sobre as bases ou princípios epistemológicos envolvidos na construção do conhecimento científico. Uma das maneiras de se ensinar NdC é a discussão de episódios da História da Ciência. Nesse trabalho, analisamos em detalhes o desenvolvimento, a repercussão e a aceitação da óptica newtoniana; particularmente, estudamos sua popularização na Europa do início do século XVIII, principalmente na Grã-Bretanha. Neste período ocorreram mudanças sociais e culturais significativas, entre elas, a valorização da Filosofia Natural e seus produtos, o estabelecimento da mecânica e óptica newtonianas e da imagem de Isaac Newton como um representante da genuína filosofia natural. Assim, na época, foram selecionados e incorporados aos tratados de física apenas aspectos de sua óptica que evidenciavam o caráter indutivista e que ao mesmo tempo podiam ser conciliados com sua mecânica. A partir deste estudo histórico, aspectos da NdC podem ser explicitamente discutidos, por exemplo, a questão da inexistência de um método científico universal, a influência do contexto e do prestígio do pesquisador em questão na aceitação ou rejeição de suas idéias, o caráter provisório do conhecimento científico, a importância da maneira como as idéias são apresentadas, entre outras coisas. Este tipo de discussão é relevante para diversos âmbitos da formação de professores, favorecendo a construção de uma imagem adequada da Ciência de um modo geral.
Currently, there is a general agreement that Nature of Science (NOS) aspects must be included in science curriculums. The present dissertation analyzes in details the development, the repercussion and the acceptance of Newtonian optics; with particular emphasis on its popularization in early 18th century in Europe, especially in Great Britain. In this period, significant social and cultural changes occurred, among them the valorization of Natural Philosophy and its products, the establishment of Newtonian mechanics, optics and Isaac Newton\'s image as genuine representative of Natural Philosophy. As consequence, only Newtonian optics aspects that evidenced the inductivism and could be conciliated with his mechanics were incorporated in 18th century natural philosophy books. From this historical study, NOS aspects can be explicitly discussed, for instance, the inexistence of an universal scientific method, the influence of social context and how the prestige of a scientist biases the acceptance of her/his ideas, the temporary character of scientific knowledge, the relevance of how ideas are communicated, among other topics. The present work is important for teacher training courses, since it provides adequate view of Science development.

This thesis offers a new interpretation of the origins of eighteenth-century popular political consciousness in Scotland during the second half of the eighteenth century by considering the relationship between Presbyterianism, literacy and political activity, and it examines the long-standing enmity to the authority of the elite expressed through patronage disputes, the burgh reform movement and opposition to Catholic relief. In particular it discusses the ongoing debate over lay ecclesiastical patronage arguing that religious dispute was a major stimulus to the process of politicising ordinary people. This process was aided by the inherent radicalism within Presbyterianism which was egalitarian and anti-hierarchical, and which was used to justify inclusion in the political process. It also emphasises the continuing relevance of Scotland’s Covenanting tradition for people from all walks of life who engaged with ideas predominantly through polemical religious books, particularly Covenanting theology and history, and it argues that the clergy provided a crucial link between the general populace and the issues of the day through their ability to draw people into contemporary debate as a result of their preaching and publications.

Si on consulte les bibliographies, on constate que le genre de la relation de voyage a connu un succès constant au dix-huitième siècle et que ce succès s’accéléra après 1775 dans les pays de langue allemande, où le nombre de relations imprimées fut même proportionnellement plus important que dans d’autres aires culturelles. Au demeurant, c’était souvent à destination des enfants et jeunes adultes que beaucoup étaient publiés. Nous souhaitons plus spécifiquement nous concentrer sur la catégorie de ces récits écrits, édités, traduits par les pédagogues-philanthropistes de l'établissement scolaire du Philanthropinum de Dessau entre 1774 et 1793 (année de sa création et de sa fermeture) afin de mettre à jour les conceptions politiques, littéraires et pédagogiques de ce mouvement trop peu connu du public francophone. À l'inverse, le philanthropisme est considéré dans l'espace germanique comme un mouvement majeur dans l'histoire de l'éducation. Il s'agit pour nous d'examiner les formes et les pratiques de l'observation et du contrôle mises en place au sein de l'établissement afin d'éduquer les enfants et de former les enseignants, mais également de mesurer la contribution de ce mouvement aux réformes éducatives conçues dans cette période
When consulting bibliographies we notice that the gender of travel literacy had a big success in Germany at the end of the 18th century, especially after 1775 when the number of published narratives outnumbered those published in other European countries. They were especially written for young readers and young adults. In our research, we would like to focus more specifically on the narratives written, published and translated by the philanthropist educators from the Philanthropinum in Dessau -which was founded in 1774 and closed in 1793- in order to bring to light the political, literary and pedagogical conceptions of the philanthropists who are not well known in France. In Germany, they are considered as a major movement in the history of education. We would like to examine the various observation and control forms and practices which they developed at school in order to educate children and train teachers, but also in order to measure the contribution of this movement to educational reforms implemented at the time
Im 18. Jahrhundert hatten die Reiseberichte insbesondere nach dem Jahre 1775 im deutschsprachigen Raum viel Erfolg. Meistens richteten sich diese Schriften an Kinder und junge Leute. In dieser Doktorarbeit werden insbesondere die Reiseberichte, die von den Philanthropisten aus der Dessauer Anstalt zwischen 1774 und 1793 übersetzt, herausgegeben oder geschrieben worden sind. Dadurch werden die politischen, literarischen und pädagogischen Ziele dieser in Frankreich kaum bekannten Erzieher hervorgehoben. Damit werden die Methoden berücksichtigt, die die Lehrer im Rahmen der Schule konzipiert hatten, um die Schüler sowie die zukünftigen Lehrer zu erziehen und zu bilden

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.
The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.
The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.

Defence date: 15 December 2000
Examining board: Prof. Dominique Julia (supervisor) ; Prof. Stuart Woolf ; Prof. Doutor Francisco Ribeiro da Silva ; Prof. Gérard Delille
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017

M.A.
The evidence that the history provides us with, indisputably indicates that the city of Ioannina was always a meeting place, sometimes under the influence of favourable conditions and other times not, for philosophical, scientific and theological investigations. The city has been a place of cohabitation of the three largest religions of the world, Christianity, Judaism and Islam. The geographical position of Ioannina and Epirus in general, being opposite the island of Kerkyra (Corfu) and more specifically the city of Kerkyra that was the capital city of the then Venetian occupied Eptanisa (Ionian Islands), the close proximity to the important ports of Preveza and Parga and the short distance of these from Italy favoured the economic development of the city and transformed it into one of the most significant transit centres of the Ottoman empire. Many Ioannites (residents of Ioannina) started to emigrate during the beginning of the 17th century and the years and centuries following. They generally emigrated to the shores of the Adriatic and Italy, and also to the states adjoining the Danube River (Romania and Moldavia), southern Russia and central Europe, in search of a more prosperous future and in order to satisfy their educational improvement. This mass emigration of the Ioannites had as a result a capital influx into the city, either in the form of bequests or grants, which could meet the daily or educational needs of the Ioannites, At the same time community development takes place and Local Government is established in Ioannina with local leaders. Ecclesiastical and school committees are also established. Home industries are established in the manufacture of furs, leather craft, candlestick making, silver crafting, embroidery and hand crafts in general. The city of Ioannina offered the enslaved Greeks the scope, bounds and conditions for their spiritual recovery and the restoration of their political reestablishment. The Epirotes, and more specifically the Ioannites, donors, teachers and instructors were the contributors to this recovery, and with their actions they rendered Epirus a land of virtuous people. To these contributors we must add the leaders of the Klephtes and Armatoli that made their presence heard when the various revolutionary uprisings took place (D. Philosophos, Vlachavas, Katsadonis, the monk Samouil, etc.). From Epirus, as mentioned above, the first merchants set out, who became the healers and rejuvenators of the paideia and became national benefactors. Indeed, the development of the paideia is owed to the initiative and the actions of the Ioannites merchants, bankers and landowners that lived abroad. Some of these Ioannites were Leodarides, Gioumas, Tsigaras, Hieromnimones, Maroutsides, Karayiannides, Dobolis, Tsouflis, Hatjikonstas, Staurou, Efthymiou, Kaplanis, Zosimades, Tositsides, Averof, Stournaras, Manthos and Georgios Rizaris, and others. The schools of Ioannina, and the tireless teachers, that contributed decisively to the recovery of «a nation whose rights were infringed upon», played a catalytic role. The schools that were established in Ioannina played a pioneering role insofar as the ideas that evolved in these schools, as well as the teaching programmes that were taught. These modernised and often-radical ideologies that were not only bread, but also born in these Schools greatly contributed to the “Neo Hellenic Enlightenment.” These resulted in the intellectual arousal and the political reinstatement of the Greek Nation. In 1648 the School of Epiphanios Igoumenos was established and functioned until 1742, where teachers like Glykis, Mitrou and Katzioulis taught. The year 1648 is regarded as the commencement of the Eperotiki and simultaneously the Neo Hellenic Renaissance. This School was the cause of the rupture of the Byzantine, classic Orthodox, political ideology that was the status quo and in force until then. It further contributed and begun the separation of Aristotelism, a philosophical system that was followed by the established Church, and which system had ended in Europe two centuries earlier. The School of Emmanouil Gionma (1677–1723) was characterised as a great and grand school, and boasts teachers and educationists such as Makris, Sougdouris and the famous Methodios Anthrakitis. These above-mentioned teachers stood up and never hesitated to oppose the conservative establishment and the entrenched views of the Church. Save for a few Chief Priests such as Kosmas o Etolos who was named the Saint of the “Neo Hellenic Language”, the Church bears much of the responsibility for the intellectual suppression of the then Turkish dominated Hellenic Nation. The Maroutsios School (1742-1797) is categorised as modern and contemporary amongst the others, with the renowned teacher, Evgenios Voulgaris. Although Voulgaris did not use and teach the simple modern language in his teachings, his overall rating at the school was a very positive one. The first phase of the Renaissance of the Greek paideia in the city of Ioannina comes to an end during the second half of the 18th century with the departure of Voulgaris from the city. The reigns of education are taken over from the School of Emmanouil Gionma in 1723, with the departure of Methodios Anthrakitis, by the conservative clergy family of Balanos (1723-1821). The school then is renamed Balanios School. This family will establish themselves as the only official educators of Ioannina for close to a century. With the paideia being controlled by the Balanos family, it starts not only to diminish in standard, but also reaches a point of decadence. From this anachronistic and lethargic education system, Athanasios Psalidas emerges to revive the education of the capital city of Epirus, Ioannina, while teaching at the Kaplanios School (1805-1820). With the emergence of Psalidas in the education system of Ioannina, he will begin a series of battles, conflicts and controversy against the conservative community of Ioannina. Psalidas, belonging to the upper middle class that consisted mainly of merchants, was an ardent supporter of European ideologies and the common Greek language as spoken by the common folk. He had as his main objective and aspiration the intellectual upliftment and the political restoration of the enslaved Hellenic Nation. In his efforts to achieve this, he was assisted by the sharp-witted and religious tolerant Ali Pasha, who protected and encouraged the paideia in Ioannina. He imposed upon the conservatives to be silent and tolerant of Psalidas, and he openly gave his undisguised support to the educational methods and innovations of the teacher. In the near future however, the Neo Hellenic Renaissance, in which Ioannina had contributed to, came to an abrupt end with the start of the revolution, the Greek War of Independence of 1821. Ioannina was turned into a battlefield between the forces of the Sultan and Ali Pasha, and this resulted in the destruction of the Schools of the city and the wide spread scattering of the scholars. Epirus was not included in the newly formed State of Greece that was formed after the 1821 Greek War of Independence. In the city of Ioannina in the period of the late Tourkokratia the field of paideia is inaugurated with generous donations of the brothers Zosimas in 1828, in order to establish the Zosimea School. The school boasted a “Gymnasion” since 1852 with principles such as, Georgios Kranas, Anastasios Sakellarios, Spyridon Manaris and Georgios Kaloudis. It further transformed into the most significant educational centre of the region, welcoming and accommodating students from Epirus and also from Albania. Further, worth mentioning are the following Ioannites teachers, authors and scholars, who were students of the Schools of Ioannina, and these were, Philitas, Asopios, Goudas, Labridis, Aravadinos, Labros, Vasiadis, Pallis, Vilaras, Zalokostas, Krystallis and Christovasilis, who with their philological and historical works, as well as their literature achieved distinguished success. They founded philological societies and clubs, published periodicals and journals, conveyed the European ideologies to Ioannina, cultivated the Modern Greek language, rescued intellectual treasures, and promoted traditions. Their efforts were met by assistance from other Ioannites in the printing trade in Venice, Vienna, Ioannina, Moschopolis, Konstadinoupolis and Athens. Some of these are the brothers Glykides, Sarrous and Theodosiou, and also Labanitziotis and Sakellarios. Thus the intellectual movement that took place in Ioannina found its support in three main vessels, namely, merchants, teachers and printers. Therefore, all off the above-mentioned comprise the “Enlightenment” that was born in Ioannina, and in conjunction with the modern educational efforts of the other regions, formulated the Neo Hellenic Enlightenment. This had as a result the upliftment of the moral of the Hellenic Nation and the National Hellenic independence.

Masters Research - Master of Arts (MA)
Established only two years after the Union between England and Scotland of 1707, the Society in Scotland for Propagating Christian Knowledge (SSPCK) sought to establish charity schools throughout the Highlands of Scotland, and eventually the New World. In recent years its efforts have been criticised as an assault on Highland culture, specifically with regard to the “language problem” that arose from its policy of teaching English to Gaelic-speaking children. However, the early SSPCK was full of contradictions. It taught with English texts while insisting on Gaelic speaking schoolmasters; warned against Catholicism while settling of schools in mainly Protestant parishes; and complained about the Highlands’ difficult terrain while sending schoolmasters to some of its most inaccessible places. This thesis examines the early years of the SSPCK in terms of its place in the newly established Union, and its contradictions in ideas of space, religion and language. In doing so we begin to understand the SSPCK as an organisation confronted by conflicting perceptions of identity, both of itself and of the new nation it aimed to serve. As a product of the General Assembly of the Church of Scotland, national identity for the SSPCK was inextricably linked to Calvinism. Hence, although the SSPCK was pro-Union, there were elements of the new Establishment which challenged the Society’s pro-Presbyterianism, especially with regard to perceived encroachments of Episcopalians in Scotland. The SSPCK’s reaction was to negotiate various representations of identity so as to promote a homogenous Scotland in keeping with the Society’s notions of loyalty to the Union, while at the same time ensuring the continued supremacy of the Presbyterian religion within Scotland.

Defence date: 21 March 2018
Examining Board: Prof. Stéphane Van Damme, European University Institute; Prof. Ann Thomson, European University Institute; Prof. Howard Hotson, Oxford University; Prof. Marian Füssel, Georg-August-Universität Göttingen
This dissertation is a study of Nordic academia and its relation to the growing patriotic State. The dissertation examines how, why and to what extent Nordic academia transformed with to the rise of patriotism during the long Eighteenth Century as well as what consequences this transformation had for academic citizens, their institutional and academic practices and self-conceptions. Based on a composite methodology of quantitative and qualitative approaches, the dissertation examines this transformation by studying all 592 professors at the six Nordic universities through a transnational and comparative perspective. The dissertation argues, that the State’s increased interest in and need for science and education during the eighteenth century initiated a consolidation between the State and the University, and at the same time, the rise of patriotism and its stronger focus on the natural fatherland began a nationalisation process at the universities. Through an institutional and socio-cultural examination of the Nordic universities and their professors, this dissertation, firstly, demonstrates that Nordic academia was institutionally and culturally rooted in a centuries-old pan-European academic community and also shared its learned cosmopolitan notions. Secondly, the dissertation argues that it was these notions and practices of a cosmopolitan academia that were disrupted and transformed with the rise of patriotism and State power. It argues, that the State and the University consolidated in a shared patriotic purpose of prioritising the King, Country and fellow citizens above all other considerations. This new purpose changed both the universities’ institutional and academic practices overall, as national requirements and precedences were introduced, as well as the professors’ perceived scholarly and societal role, as they were no longer seen simply as scholars of the learned world but rather as State servants of the fatherland. Consequently, this new agenda and practices disrupted the cosmopolitan nature of the old academic community.

This work is engaged in theme of orphan's agenda and care for orphans in region Prácheň in 18th century. First part this work is engaged in law limitation of orphan's position and insurance orphan's and guardian's charge in law codices. This part represents evolution of law position from Roman period until law codification of Pavel Kristian from Koldín. One of important factor for orphan's life was guardian, therefore is in this part also limitation for guardian's charge. Second part of work is engaged in position of orphans in Czech towns in 18th century. Work is in next chapters engaged in towns that were in property of family Schwarzenberg. In this chapter are this town introduce. In this part of work are further manners of leading of orphan's agenda and his regulating, then how intervened suzerain in leading of orphan's agenda. Also this chapter describe instruction for leading of orphan's agenda in manor Netolice, what is preserved in State regional archives in Třeboň. Fundamental chapters are engaged in orphan's agenda in a several towns in region Prácheň. This chapter above all engage in three kinds of orphan's agenda, then orphan's books, orphan's accounts and confronting of orphans. Orphan's books are introduced from towns Lhenice, Netolice, Volary and Bavorov. Orphan's accounts are introduced from towns Lhenice, Netolice, Volary and Záblatí and confrontig of orphans are introduced from towns Lhenice, Netolice and Volary. All kinds of orphan's agenda are presented in their formal aspect and also in contents aspect. Here is put down evolution of orphan's agenda and changes in their leading. All work goes out from wells, which are deposited in State district archives in Prachatice, State district archives in Strakonice and also in State regional archives in Třeboň. In Prachatice and Strakonice are depositing all kinds of orphan's agenda and this is important for comparing their method of leading.

The diploma thesis deals with pedagogical thinking of Jan Valerián Jirsík in the years 1826-1843. The aim of this work is an introduction of Jan Valerián Jirsík´s opinions and ideas which are contained in his literary works. These opinions and ideas are classified to the context of thinking in Jirsík´s time. The work first describes time which Jirsík lived in, what spiritual environmental was around him and how education looked in the Habsburg monarchy. Then the examples of Jirsík´s pedagogical opinions are listed and commented, the examples were chosen from "Škola nedělní" book and "Časopis pro katolické duchovenstvo" magazine.