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Littérature scientifique sur le sujet « Orphans – Education – 17th century »

Auteur : Grafiati
Publié le 10 mars 2023
Mis à jour le 11 mars 2023

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Articles de revues sur le sujet "Orphans – Education – 17th century"

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Lyndina, Yevheniia. « The beginning of the system of assistance to children with visual disabilities : historical and bibliographical aspect ». ScienceRise : Pedagogical Education, no 2(41) (31 mars 2021) : 27–30. http://dx.doi.org/10.15587/2519-4984.2021.228233.

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The scientific article reveals some of the historical facts of the beginning of helping children with visual impairments. The main chronological events of caring for children with the noted category of disorders are noted, which later became the basis for the development of special education, in particular, typhlopedagogy. The article describes the emergence of hospitals, shelters for orphans, sick and crippled people throughout Rus, which testifies to the attention of society to their lives. The facts of the search for ways of treatment and the development of methods, principles and means of teaching people with impaired psychophysical development are outlined. Based on the study of historical sources, the times of Kyivan Rus are characterized, when in some monasteries and churches premises were allocated for the residence of orphans and crippled children. There is information about the first institution in Ukraine, which was guarded by the problem of blind people, although it did not provide for special education and training for this category of persons. An important point of the article is the definition of the role of the state in the care of visually impaired persons. It is noted that in the 17th and 18th century in Ukraine, social work began to take care of orphans and people with disabilities. From the end of the 17th century, orphans and children of "mutilations" began to be in the care of shelters and hospitals, which was stipulated by a number of state decrees. In the 30s of the 18th century, a new form of guardianship over the disabled was introduced, patronage, which still exists in a modernized form. For a deeper retrospective of the state's assistance to children with visual impairments, it is necessary to investigate the facts of historical sources from the 18th century to the present
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Kim, Nam-ki. « Prince Education in 17th century viewed on Dongkungilgi ». Han-Character and Classical written language Education 22 (30 mai 2009) : 309–37. http://dx.doi.org/10.15670/hace.2009.22.1.309.

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Dziuba, Olena. « Traditions of family mutual aid in the Cossack Starshyna society (18th century) ». Folk art and ethnology, no 4 (30 décembre 2021) : 28–35. http://dx.doi.org/10.15407/nte2021.04.028.

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The article, based on the analysis of various sources, including epistolary heritage, wills, memoirs, traces the existence in the Cossack Starshyna society of traditions of family aid for orphans. In the scientific historical, ethnographic literature, this topic is poorly studied, the existence of traditions of mutual aid were considered mostly on the example of the peasant environment. The rights of orphans were protected in testaments, and care for them was considered an established norm, the rejection of which provoked public condemnation. The responsibility for the lives of orphans, their upbringing, education, marriage, career advancement was assumed by the older generation, their property rights were governed by applicable law. According to custom, the brothers were to provide the orphaned sisters with a dowry and a maternity leave. The article considers the most typical manifestations of family mutual assistance on the example of information from the family life of famous representatives of the Cossack Starshyna. Care for family members was not limited to caring for orphans, it was provided to those family members who found themselves in a difficult financial situation, had family problems, were ill. Much also depended on the features of individual psychology, but in general, family values, part of which was the care of orphans, determined the basis of daily life.
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Benoff, Tzvi Aryeh. « The Re-education of Conversos in 17th Century Amsterdam ». Dutch Crossing 42, no 3 (11 octobre 2017) : 238–48. http://dx.doi.org/10.1080/03096564.2017.1381389.

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Soni. « Learning to Labour : “Native” Orphans in Colonial India, 1840s–1920s ». International Review of Social History 65, no 1 (29 novembre 2019) : 15–42. http://dx.doi.org/10.1017/s0020859019000592.

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AbstractTo this day, the history of indigenous orphans in colonial India remains surprisingly understudied. Unlike the orphans of Britain or European and Eurasian orphans in the colony, who have been widely documented, Indian orphans are largely absent in the existing historiography. This article argues that a study of “native” orphans in India helps us transcend the binary of state power and poor children that has hitherto structured the limited extant research on child “rescue” in colonial India. The essay further argues that by shifting the gaze away from the state, we can vividly see how non-state actors juxtaposed labour and education. I assert that the deployment of child labour by these actors, in their endeavour to educate and make orphans self-sufficient, did not always follow the profitable trajectory of the state-led formal labour regime (seen in the Indian indenture system or early nineteenth-century prison labour). It was often couched in terms of charity and philanthropy and exhibited a convergence of moral and economic concerns.
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Bátoriné Misák, Marianna. « „…ki találhat bölcs asszonyt?” Némi betekintés a 16–17. századi papnék műveltségébe ». Studia Universitatis Babeș-Bolyai Theologia Reformata Transylvanica 66, no 2 (20 décembre 2021) : 227–53. http://dx.doi.org/10.24193/subbtref.66.2.12.

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Abstract. “Who Can Find a Wise Woman?” Some Insights into the Education of the Wives of 16th-17th-Century Calvinist Priests. The paper examines the literacy of pastors’ wives during the 16th-17th centuries. For a long time, the opportunity for women to acquire literacy was only the privilege of the upper social strata, but literacy was not widespread among them either. This trend came to an end in the 17th century, for which period we also found examples of the literacy of urban citizens. The daughters of the lower social strata were prepared primarily to be good wives, housewives, and good mothers in the family, especially next to their mothers. Examining the preachers’ wives as a well-defined social group is a problem due to the scarcity of resources. In most cases, we know nothing but the name of the preacher’s wife, and we do not have information about their origins and families; if we do, however, then their social situation and the occupation of their parents provide a basis for research into their education. The conclusion of the research is that even if they did not receive a formal education, the 16th-17th-century Calvinist pastors’ wives were educated women. In many cases, this knowledge – primarily wisdom, life experience, and piety – and the virtues necessary for the roles of housewife, mother, and wife were the main aspects of choice for their husband. Keywords: pastor’s wife, Protestantism, literacy, 16th-17th century
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Bagińska, Elżbieta. « Education of Evangelical Reformed preachers in Lithuania in the 17th century ». Studia Podlaskie, no 20 (2012) : 55–74. http://dx.doi.org/10.15290/sp.2012.20.03.

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Roberts, Lissa L. « Instruments of Science and Citizenship : Science Education for Dutch Orphans During the Late Eighteenth Century ». Science & ; Education 21, no 2 (18 juin 2010) : 157–77. http://dx.doi.org/10.1007/s11191-010-9269-4.

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Kagramanyan, I. N., A. I. Tarasenko, I. A. Kupeeva, O. O. Yanushevich, K. A. Pashkov et A. O. Efimov. « Historical aspects of the medical education system transformation ». National Health Care (Russia) 2, no 1 (15 septembre 2021) : 32–40. http://dx.doi.org/10.47093/2713-069x.2021.2.1.32-40.

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The history of medical and pharmaceutical education development is part of the social history. The quality of medical personnel training determines the efficiency of the entire health care system and has been a priority area of development throughout the history of the Russian state. The paper reflects the main stages of the medical education system development in the period from the 17th century to the present. The training of medical personnel in Russia began in the second half of the 17th century, when, under the Pharmaceutical Order, a medical school was established in 1654to train doctors for the needs of the army.The need to provide qualified medical personnel remains relevant, both in wartime and in peacetime. The reforms of medical education that have been taking place over the centuries make it possible to diversify educational programs, as well as the to introduce new educational technologies, considering modern requirements and global trends. The study of the historical aspects of domestic medicine determines a more competent approach to the development of the health care system and medical education.
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Konson, Grigory R. « Concerning the Issue of the Main Protagonist in 17th Century Italian Oratorio ». Music Scholarship / Problemy Muzykal'noj Nauki, no 4 (décembre 2020) : 173–86. http://dx.doi.org/10.33779/2587-6341.2020.4.173-186.

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Thèses sur le sujet "Orphans – Education – 17th century"

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Correa, Tito G. « Dutch progenitors of higher education at Harvard : puritan origins of North America's first university ». Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648659.

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Read, Nicole Elizabeth. « The Adolescence of France : Teaching for Historical Empathy ». Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1241050971.

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Enomoto, Keiko. « Plaute et Térence en France aux XVIe et XVIIe siècles ». Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040021.

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Aux XVIe et XVIIe siècles, Plaute et Térence furent considérés comme les maîtres de la langue latine, et surtout comme ceux de la comédie. Ils furent cependant évalués et hiérarchisés en fonction d’une conception tout à fait spécifique, qui ne correspondait pas toujours à leurs propres comédies. Les deux auteurs possédaient en effet un statut préconstruit, incontesté, qui les maintenait pourtant dans une image imprécise. Afin d’éclaircir leur statut au XVIIe siècle, nous examinons leur place dans les programmes et la pratique théâtrale scolaires, au sein des différents cadres d’enseignement. Nous étudions également leur présence dans l’art de la traduction, car les versions françaises de Plaute et de Térence qui jalonnent les XVIe et XVIIe siècles contribuèrent non seulement à la naissance d’une théorie de la traduction, mais aussi à une réflexion sur l’art dramatique et la naissance de la « comédie française ». Nous questionnons enfin ce que ces deux dramaturges représentent, et ce qu’être jugé digne de leur succéder pouvait signifier. Enfin, nous tentons de savoir comment Molière a réussi, aux yeux de ses contemporains et successeurs, à synthétiser et à surpasser les qualités de Plaute et de Térence jusqu’à se substituer à eux dans leur rôle de référence. On espère, par cette analyse des multiples enjeux liés aux deux dramaturges latins, apporter une nouvelle contribution aux études sur le XVIIe siècle
In the 16th and 17th centuries, Plautus and Terence were regarded as the masters of the Latin language, and above all as the masters of comedy. They were, however, judged and rated according to a very specific concept, not always consistent with their own comedies. The two authors enjoyed a preconceived and undisputed status which, however, maintained them inside a vague image. In order to cast light on their status in the 17th century, this thesis examines their place in curriculums and theatre practice in schools, within different teaching contexts. Their presence in the art of translation is reviewed, as the French versions of Plautus and Terence that punctuate the 16th and 17th centuries contributed not only to the emergence of a theory of translation, but also to a reflection on dramatic art and to the birth of the “comédie française”. The thesis then looks at what those two playwrights represent and what it might have meant to be considered their worthy successor. Finally, an investigation of how Molière managed, in the eyes of his peers and successors, to combine and surpass the qualities of Plautus and Terence to even take their place as a standard is undertaken. With the thesis, it is intended to make a new contribution to the 17th century, through this analysis of the multiple issues related to the two Latin playwrights
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Hsueh, Ming-Chuan. « Édition critique de "L’Honneste Femme", du Père Jacques Du Bosc, édition 1665 ». Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20019.

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Écrivain de la première moitié du XVIIe siècle, Le Père Jacques Du Bosc est principalement connu par sa position favorable aux dames et pour sa polémique contre les jansénistes. Sous la protection de Richelieu, Du Bosc rédige, comme Faret et Grenaille, des œuvres concernant l’honnêteté afin d’établir des relations nouvelles entre les individus, à la Cour comme à la Ville. La question de l’honnêteté préoccupe beaucoup l’esprit du XVIIe siècle. Au cours du temps, la société cherche à connaître le « juste milieu » afin de s’approcher de cette qualité mondaine. Dans ce cadre, Du Bosc fut parmi les premiers à proposer un manuel destiné à enseigner aux deux sexes les moyens de parvenir au monde de l’honnêteté.Ce projet se propose d’étudier le contexte historique de l’écriture de Du Bosc, ses positions vis-à-vis de l’honnêteté, et surtout ce que signifie pour lui une honnête femme. Quelles sont les qualités appréciées et quels sont les critères nécessaires pour entrer dans le commerce du monde ? Cette étude vise également à découvrir la culture dont le cordelier est imprégné. Le travail d’annotation nous permet de connaître les sources où il puise pour illustrer son ouvrage.Ce projet vise également à découvrir la vie de Du Bosc, et l’influence de son statut religieux sur l’ensemble de ses ouvrages, et notamment sur L’Honneste femme. Pour cet homme, nourri de l’enseignement de saint François de Sales, quels sont les principes pour « accommoder » la vie dévote à la société mondaine ? Y a-t-il un rapport avec sa position anti-janséniste ?Enfin, l’édition critique rendra compte de l’évolution du texte maintes fois réédité au cours du XVIIe siècle : seront envisagées les différentes étapes de la rédaction et la question des privilèges, puis les textes des premières publications seront confrontés à l’édition corrigée de 1658
At the dawn of the French Renaissance, under Italian influence, Francis I of France creates a brilliant court life by transforming the Louvre palace and relying on the fascination of artistic works to give his courtiers an impressive image of his power. In the late sixteenth and early seventeenth century, France continues to refine the culture of her court : progressively, elegant and refined courtiers replace those warriors in old time, valorous for sure, but rough and coarse. The author presented here, Jacques Du Bosc, is a writer of the first half of the seventeenth century. His work, L’Honneste Femme aims to teach women how to behave in a society that attaches so much importance to the art of pleasing, and show them that such a behavior is not inconsistent with Christian life. A religious person of the Cordeliers Franciscan, he is known for his innovative visions for female education, and for his polemical writings against Jansenism. On female education, different from the humanist pedagogue Juan-Luis Vives, who applied concrete precepts to guide women’s behaviors in their daily life, Du Bosc would rather help them reflect and distinguish between good and evil by highlighting his stories of virtuous speech, usually drawn from mythology and antiquity. He is convinced that women, like men, can also consciously lead a virtuous life. Although this work is dedicated to women, the advice it contains could often concern both male and female Christians. Reprinted more than twenty times between 1632 and 1665, L’Honneste Femme can be considered as a bestseller of the salon literature in the seventeenth century. Besides, entering a Franciscan monastery at an early age, Du Bosc left his clerical position during the years of 1630-1640 for some unknown reasons. We could suggest that his life in the world has influenced him deeply when it comes to the practice of Christian life in society. Despite his clerical position, Du Bosc believes that “there is nothing more important than knowing the Art of Pleasing” to succeed in the world. This belief is conspicuous in the first two parts of his L’Honneste Femme, often akin to salon literature. Although Du Bosc relies on Christian teaching for his female education in the third part, his readers areelites in the society who are passionate about the salon culture. Written with Court and salon as a background, L’Honneste Femme proposed to teach Christians - and first Christian women - how to behave in a society where authority was pervasive, and the priority was to take others’ opinion into consideration. Such education may seem far from the concerns of the twenty-first century readers. Yet L’Honneste Femme can still serve as a reflective document guiding us to find the way which allows us to be successful in the society while remaining virtuous and to know the art of pleasing while staying sincere
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BENEDETTI, MARTA. « I classici attraverso l'Atlantico : la ricezione dei Padri Fondatori e Thomas Jefferson ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.

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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.
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BENEDETTI, MARTA. « I classici attraverso l'Atlantico : la ricezione dei Padri Fondatori e Thomas Jefferson ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.

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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.
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MARQUES, GUEDES Ana Isabel. « Les enfants orphelins - education et assistance : les colegios dos meninos orfaos : Evora, Porto et Braga (XVIIe-XIXe siecles) ». Doctoral thesis, 2000. http://hdl.handle.net/1814/5894.

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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
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STANNEK, Antje. « Telemachs Brueder : die Studienreisen des deutschen Adels im siebzehnten Jahrhundert ». Doctoral thesis, 1996. http://hdl.handle.net/1814/5984.

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Defence date: 5 July 1996
Examining Board: Prof. Dr. Dominique Julia, Paris/Florenz (Supervisor) ; Prof. Dr. Winfried Schulze, München (Supervisor) ; Prof. Dr. Michael Müller, Florenz ; Prof. Dr. Michael Herbsmeier, Odense ; Prof. Dr. Marcello Verga, Florenz
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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GORMAN, Michael John. « The scientific counter-revolution : mathematics, natural philosophy and experimentalism in Jesuit culture 1580-c1670 ». Doctoral thesis, 1999. http://hdl.handle.net/1814/5821.

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Defence date: 26 April 1999
Examining Board: Mario Biagioli, Harvard University ; John Brewer, European University Institute ; Paolo Galluzzi, Università degli Studi di Firenze (external supervisor) ; Dominique Julia, CNRS (thesis supervisor) ; Simon Schaffer, University of Cambridge
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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PALOMO, DEL BARRIO Federico. « Fazer dos campos escolas excelentes : los jesuitas de Evora, la mision de interrior y el disciplinamiento social en la epoca confesional (1551-1630) ». Doctoral thesis, 2000. http://hdl.handle.net/1814/5931.

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Defence date: 1 April 2000
Examining board: Prof. Fernando J. Bouza Álvarez, Universidad Complutense de Madrid ; Prof. Kirti N. Chaudhuri, Instituto Universitario Europeo ; Prof. Gérard Delille, Instituto Universitario Europeo ; Prof. Adriano Prosperi, Università di Pisa
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017
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Livres sur le sujet "Orphans – Education – 17th century"

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Grell, Ole Peter. Centres of medical excellence ? : Medical travel and education in Europe, 1500-1789. Farnham, England : Ashgate, 2010.

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The education of Bet. Boston : Graphia, 2011.

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Miklós, Szabó. Erdélyiek egyetemjárása a korai újkorban, 1521-1700. Szeged : József Attila Tudományegyetem, 1992.

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Literacy in early modern Europe : Culture and education, 1500-1800. London : Longman, 1988.

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Literacy in early modern Europe : Culture and education 1500-1800. 2e éd. Harlow, England : Longman, 2002.

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A 17th century Sa-skya-pa manual of elementary dialectics = : Bsdus gzhung rig pa mi zad paʼi gter mdzod ʼdod ʼjoʼi ba mo. New Delhi : Ngawang Topgyal, 1992.

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Peter, Grell Ole, Cunningham Andrew Dr et Arrizabalaga Jon, dir. Centres of medical excellence : Medical travel and education in Europe, 1500-1789. Farnham, Surrey, England : Ashgate, 2009.

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Chemical pharmacy enters the university : Johannes Hartmann and the didactic care of chymiatria in the early seventeenth century. Madison, Wisconsin : American Institute of the History of Pharmacy, 1991.

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Avicenna in Renaissance Italy : The Canon and medical teaching in Italian universities after 1500. Princeton, N.J : Princeton University Press, 1987.

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Theaters of anatomy : Students, teachers, and traditions of dissection in Renaissance Venice. Baltimore : Johns Hopkins University Press, 2011.

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Chapitres de livres sur le sujet "Orphans – Education – 17th century"

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Kenan, Seyfi. « Seyfi Kenan : Holding the Truth in Balance : Kâtib Çelebî's Mîzânü'l-Hakk and his Conception of Knowledge and Education in the 17th Century Ottoman Empire ». Dans Ottoman Studies / Osmanistische Studien, 133–50. Göttingen : V&R unipress, 2020. http://dx.doi.org/10.14220/9783737011013.133.

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Raeff, Marc. « Literacy, Education, and the State in 17th–18th Century Europe ». Dans Political Ideas and Institutions in Imperial Russia, 348–59. Routledge, 2019. http://dx.doi.org/10.4324/9780429302190-21.

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Sutton-Spence, Rachel. « British Manual Alphabets in the Education of Deaf People Since the 17th Century ». Dans Many Ways to Be Deaf, 25–48. Gallaudet University Press, 2014. http://dx.doi.org/10.2307/j.ctv2rh298v.5.

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Mikeshina, Ludmila A. « Subject, Education, Truth ». Dans The Paideia Archive : Twentieth World Congress of Philosophy, 176–79. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199845881.

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Two processes develop in human culture and society that implicate each other. The first is, according to Hegel, the development of universal experience and knowledge in any individual since individuals are never born complete as what they are supposed to be. The second is the subjectivization of the universal experience and knowledge into unique and singular forms of the self and self-consciousness. An analysis of these two processes in the history of philosophy has revealed the interconnections between the cognizing subject, truth and education and paideia. A hermeneutical principle of "self-care" that develops the skill of ruling and caring for others represents one of the traditions that includes these features in unity and determines a type of paideia. This principle is developed by Socratic, Platonic, Epicurean and Stoic morality, and was actualized by Descartes in his movement to the cogito. "Self-care" was considered in the 17th century as a condition of acquiring scientific knowledge; later, however, it was labeled as egotism and individualism and replaced by self-cognition. Foucault gives proof of the necessity to revive the "self-care" principle in its initial sense as a foundation of the modern hermeneutical conception of upbringing. Hence, the role of philosophy as "an adviser" or "tutor" is to be revived in the process.
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« The Title Page of Jacob van der Gracht’s Anatomie and 17th-Century Dutch Artists’ Education in Anatomy ». Dans Gateways to the Book, 449–74. BRILL, 2021. http://dx.doi.org/10.1163/9789004464520_013.

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Truc, Jean-Paul. « Mathematical studies in the 18th century, in the work of François René de Chateaubriand ». Dans “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 143–49. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.11.

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In the 17th century, the youngest son of a noble family would follow a career as an officer in the army or as a priest. It is not surprising that Viscount François René de Chateaubriand (1768-1848) decided to prepare the exam to join l’École navale (Naval Academy), at that time École des gardes de la Marine. In fact, he did not decide this by himself, but followed the steps of his father, Count René-Auguste de Chateaubriand, ship-owner, navigator, and merchant. In this article, we will explore the book Mémoires d’outre tombe, following the young Chateaubriand in different schools, such as the Collège de Dol and the Collège de Rennes. At that time, the mathematician Étienne Bézout (1730-1783) was the almighty examiner for the entrance to l’École Navale. The memories of Chateaubriand introduce us to the way the scholars of the year 1780 studied their “Bézout” to improve their mathematical level. Keywords: Naval Academy, Bézout
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Heltai-Duffek, Ildikó. « Vocal Genres in Italy at the Turn of 16th and 17th Centuries : The Birth of the Monodic Style ». Dans Studies in Music Pedagogy - The Methodological Revitalisation of Music Education. University of Debrecen Faculty of Music, 2020. http://dx.doi.org/10.5434/9789634902263/1.

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This essay examines vocal genres at the end of the 16th century and the beginning of the 17th, such as the villanella, aria, motet, madrigal and opera. The changing features of the genres, which include the monodic style and the recitative are at the centre of these changes. The features of the late Renaissance, for example, notation ornaments, and the Early Baroque period are beginning to be formed in those changes. By demonstrating these changes, the essay offers audiences and performers an opportunity to know and understand better the vocal music of this time and to perform it authenticly. Keywords: monody, madrigal, motet, ornaments, Italy
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Kartezinis, Kosmas. « Education on the Notion of Citizenship From Modernity to the EU Times ». Dans Advances in Educational Marketing, Administration, and Leadership, 36–49. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8156-1.ch003.

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The creation of States was already a reality in the late 17th and the early 18th century in Europe, an administrational phenomenon having been propelled by the establishment of a parliamentary authority in Britain and the bureaucratic totalitarianism in continental Europe. The creation of States gaining the form, and the institutional legalization as is known today, gave to its prominent citizens like government and senior management officials, bureaucrats and the representatives of the merchant world, the awareness that States not only were the entities that could monopolize the exercise of power, but they were those entities that could design the totality of measures for the legal, tax, and institutional power over the people that were called its citizens. The States' need for growth and expansion imposes the needed legality behind awarding citizenship. The principle of cosmopolitanism prevails in all western democracies by imposing the same patterns for the matter.
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Katajala, Kimmo. « Crown’s Intervention in the Self-Government of a Small Town. Choosing Burgomasters and Councillors in Sortavala in the Swedish Borderlands in the Late 17th and Early 18th Century ». Dans Hvem styrte byene ? Nordisk byhistorie 1500–1800, 161–86. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.149.ch6.

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This chapter examines the selection of burgomasters and councillors in the small town of Sortavala. The purpose of investigating these processes is to use the typology in this volume to find out who had decisive control over the town. Sortavala had been donated in the 1650s to Count Gustaf Adam Banér, who also appointed the town’s burgomasters. Count Banér never visited the town, but his affairs and manor were managed by a bailiff. Although not nominated as the burgomaster, these duties were carried out by the bailiff of the Count’s estate in the 1670s. There is no record of how the councillors were elected during that period. However, almost all of the councillors were local eastern Finns or of Karelian peasant origin. In this era, Sortavala can be characterised as having resembled, at least in part, the category of a noble town. The largest fiefdoms were reduced in 1680. Between 1681 and 1685, the Sortavala burghers paid their taxes to the Crown. During this period, they were actively involved in the selection of councillors. Johan Mether, who had managed the manor and estate, first for the Count and then for the Crown, and from 1685 as a tax-farmer, held the position of burgomaster. In the early 1690s, when Mether’s son-in-law, Carl Ottoson, was appointed vice burgomaster, the Mether family ruled the town so that it assumed the features of a privatised monopoly town. The influence of the manor increased even further when Salomon Enberg, who was also appointed burgomaster by the governor general, became the new tax-farmer of the manor. Under Enberg, the role of the town’s burghers in the election of the burgomaster and the councillors seems to have completely vanished. After Enberg, the governor general appointed Benjamin Krook as burgomaster. There is no information on how new councillors were selected during his time. However, the names and backgrounds of the new councillors suggest that education or social status was now an important selection criterion. Under Benjamin Krook, the link between the manor and the burgomaster’s post seems to have been broken, so that in the last decade before being destroyed in the war in 1710, Sortavala ranks quite clearly in the state-led town category in urban typology.
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Deslauriers, Marguerite. « Gournay, Marie le Jar de (1565–1645) ». Dans Routledge Encyclopedia of Philosophy. London : Routledge, 2018. http://dx.doi.org/10.4324/9780415249126-da092-1.

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Marie de Gournay was a 17th-century French essayist and polemicist. She is most well known for her contribution to discussions of the French language, and for her uncompromising and lucid feminism. Gournay argued for the equality of the sexes at a time when that was an extremely uncommon stance. Most authors engaged in the long-running ‘querelle des femmes’ (or ‘debate about women’) advanced the idea that either women or men were superior. Gournay anticipated the egalitarianism that post-Cartesian feminists espoused later in the century, and was the first woman to do so. Her claim for equality was based on an understanding of sexual difference as restricted to the body, and limited to the functions of reproduction. In this, too, she was before her time, since most participants in the debate took bodily differences to be both important and indicative of intellectual and moral differences between the sexes. Gournay insisted on the sameness of men and women in all intellectual, moral and hence social and political respects. She embraced a conception of human nature as essentially rational, and emphasized the importance of education for the full development of reason. Since she believed that knowledge was the basis of virtue, she advocated education as a necessary condition for moral maturity. Gournay was influenced by the work of Montaigne, and adopted from him a critical attitude to received opinion. She advocated caution in accepting customary norms, and encouraged independent judgment as the best means toward cultivating reason and acquiring virtue.
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Actes de conférences sur le sujet "Orphans – Education – 17th century"

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Obari, Hiroyuki. « Collaborative Learning with CCC Members in Learning 21st Century Skills and Worldviews During the COVID-19 ». Dans 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.004.

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Abstract This study examines the effects of dialogue with CCC (Campus Crusade for Christ) members (1 CCC vs. 3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post Speaking Tests. To help prepare for the digitized society, the participants (n=17 Japanese university students) studied English and presentation skills from April 2021 to January 2022 on topics derived from epistemology and ontology. The pedagogical training focused on helping students find solutions to humanity's many crucial issues in the 21st century. Throughout the 30-week online program, training in higher-order thinking skills and integrating ICT and human dialogue with young overseas people was emphasized. The learning procedures were as follows: 1) Flipped and TBL lessons were conducted throughout 30 weeks, actively engaged in presentations with slides and discussions with MP4 videos uploaded on Facebook after the presentation. 2) All students (n=17) had their English lessons using real-time virtual interaction with Zoom. In addition, students interacted with the CCC members every three weeks during the first term and every other week during the second term. This interaction aimed to improve cross-cultural communication skills with some feedback about their presentations. Furthermore, in May 2021, the students took an Oral Proficiency Interview-computer speaking pre-test and post-test in January 2022. The students' mean score level improved from CEFR B1.1 to B1.2. Finally, pre-questionnaires and post- questionnaires are compared to examine their progress of oral proficiency and cross- cultural sensitiveness. By observing the lessons over two semesters, it was found that the activities impacted the students' perspectives on studying cross-cultural communication skills and different worldviews. In addition, they provided contextualization and socialization to the learning through the interactive and meaningful context of the training. Keywords: ontology, epistemology, worldviews, TBL, flipped learning, integration of human interaction, ICT/AI
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Li, Min, et Chunji Xie. « The Artistic Image of Guanyin Porcelain Statue in the 17th Century ». Dans 8th International Conference on Arts, Design and Contemporary Education (ICADCE 2022). Amsterdam : Athena International Publishing B.V., 2022. http://dx.doi.org/10.55060/s.atssh.221107.032.

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Barros, Anabela, Orlando Belo, João Gomes, Tiago Fraga, Ricardo Martins et José Pedro Carvalho. « A COMPUTATIONAL INSTRUMENT FOR STUDENTS ACCESSING AND EXPLORING THE BOOK OF PROPERTIES OF THE BRAGA ARCHBISHOP'S TABLE (17TH CENTURY) ». Dans 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2183.

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K. Barsky a, Constance, et Stanislaw D. Glazek b. « 21st Century Ergonomic Education From Little e to Big E ». Dans Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.

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Despite intense efforts, contemporary educational systems are not enabling individuals to function optimally in modern society. The main reason is that reformers are trying to improve systems that are not designed to take advantage of the centuries of history of the development of today’s societies. Nor do they recognize the implications of the millions of years of history of life on earth in which humans are the latest edition of learning organisms. The contemporary educational paradigm of “education for all” is based on a 17th century model of “printing minds” for passing on static knowledge. This characterizes most of K-12 education. In contrast, 21st Century education demands a new paradigm, which we call Ergonomic Education. This is an education system that is designed to fit the students of any age instead of forcing the students to fit the education system. It takes into account in a fundamental way what students want to learn—the concept “wanting to learn” refers to the innate ability and desire to learn that is characteristic of humans. The Ergonomic Education paradigm shifts to education based on coaching students as human beings who are hungry for productive learning throughout their lives from their very earliest days.
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Nababan, Tota, Sahara Ardani et Sukarman Purba. « Educational Supervision to Increase Teacher Professionalism in The 21st Century Learning Era ». Dans Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2296009.

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Gil Plazas, Andres Fernando, Maria Alejandra Guzman Pardo et Liz Karen Herrera Quintero. « Collaborative work as a teaching-learning strategy, a powerful tool for the 21st century ». Dans The 17th LACCEI International Multi-Conference for Engineering, Education, and Technology : “Industry, Innovation, and Infrastructure for Sustainable Cities and Communities”. Latin American and Caribbean Consortium of Engineering Institutions, 2019. http://dx.doi.org/10.18687/laccei2019.1.1.305.

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Mufaziah, Eva, Pujiyanti Fauziah et Arti Nurhidayanti. « Analysis of Early Childhood Education Teachers Competency in 21st Century in RA Ma’arif Darul Ulum Garut District ». Dans Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2296006.

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Windari, Windari, et Darwin Darwin. « Role of Teachers in Implementation 21st Century Education at Basic School Number 060825 Medan Area North Sumatra ». Dans Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2296025.

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Pillay, Nischolan, et Yashaen Luckan. « The Practicing Academic : Insights of South African Architectural Education ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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YANG, LING, et SHENG-DONG YUE. « AN ANALYSIS OF THE CHARACTERISTICS OF MUSIC CREATION IN MEFISTOFELE ». Dans 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35726.

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Successful opera art cannot be separated from literary elements, but also from the support of music. Opera scripts make up plots with words. Compared with emotional resonance directly from the senses, music can plasticize the abstract literary image from the perspective of sensibility. An excellent opera work can effectively promote the development of the drama plot through music design, and deepen the conflict of drama with the "ingenious leverage" of music. This article intends to analyze the music design of the famous opera, Mefistofele, and try to explore the fusion effect of music and drama, and its role in promoting the plot. After its birth at the end of the 16th century and the beginning of the 17th century, western opera art quickly received widespread attention and affection. The reason for its success is mainly due to its fusion of the essence of classical music and drama literature. Because of this, there have always been debates about the importance of music and drama in the long history of opera art development. In the book Opera as Drama, Joseph Kerman, a well-known contemporary musicologist, firmly believes that "opera is first and foremost a drama to show conflicts, emotions and thoughts among people through actions and events. In this process, music assumes the most important performance responsibilities."[1] Objectively speaking, these two elements with very different external forms and internal structures play an indispensable role in opera art. A classic opera is inseparable from the organic integration of music and drama, otherwise it will be difficult to meet the aesthetic experience expected by the audience. On the stage, it is necessary to present wonderful audio-visual enjoyment, and at the same time to pursue thematic expressions with deep thoughts, but the expression of emotions in music creation must be reflected through its independent specific language rather than separated from its own consciousness. Only through the superb expression of music can conflicts, thoughts and emotions be fully reflected, or it may be reduced to empty preaching. Joseph Kerman once pointed out that "the true meaning of opera is to carry drama with music". He believes that opera expresses thoughts and emotions through many factors such as scenes, actions, characters, plots and so on. However, the carrier of these elements lies in music. Only under the guidance and support of music can the characters, thoughts and emotions of the drama be truly portrayed. Indeed, opera scripts fictional plots with words, and music presents abstract literary image specifically and recreationally, allowing more potentially complex emotions that are difficult to express in words to be perceived by the audience in the flow of notes, thereby resonate with people.[2] Mefistofele, which this article intends to explore, is such an opera that is extremely exemplary in the organic integration of music and drama.
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