Von der Bildungskatastrophe zur Neubegründung der Schule. Herausforderungen der Breitenbildung in der Reformation
The Reformation represented a massive crisis for the medieval education system. This paper contends that this crisis was in Luther's interest, as it was a result of the Reformation and an end to the old model of schooling. Luther took advantage of this opening and promoted the establishment of...
| Subtitles: | "Reformation als Herausforderung für die Bildungslandschaft heute“ - Dokumentation der Ringvorlesung im Jubiläumsjahr der Universität Wien und im Jahr der Bildung der Evangelischen Kirche in Österreich 2015 |
|---|---|
| Main Author: | |
| Format: | Electronic Article |
| Language: | German |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[2016]
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| In: |
Theo-Web
Year: 2016, Volume: 15, Issue: 2, Pages: 127-141 |
| IxTheo Classification: | KAG Church history 1500-1648; Reformation; humanism; Renaissance KBB German language area KDD Protestant Church RF Christian education; catechetics ZF Education |
| Further subjects: | B
Bildungskatastrophe
B School B Education B Reformation B Progressive education B Luther B Schulträgerschaft |
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| 246 | 1 | |i Rubrikentitel |a "Reformation als Herausforderung für die Bildungslandschaft heute“ - Dokumentation der Ringvorlesung im Jubiläumsjahr der Universität Wien und im Jahr der Bildung der Evangelischen Kirche in Österreich 2015 | |
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| 520 | |a The Reformation represented a massive crisis for the medieval education system. This paper contends that this crisis was in Luther's interest, as it was a result of the Reformation and an end to the old model of schooling. Luther took advantage of this opening and promoted the establishment of schools. In addition to advocating for schools for a variety of reasons, many of which were quite secular, he also developed organisational concepts for new schools. Aspects of reform pedagogy, such as coeducative perspectives which transcend the boundaries of class, can be identified; however, these concepts are always rooted in Luther's temporal context. These new concepts are justified, quite in the spirit of the times, by references to classical Greece, which serves as the model for Luther's (and his humanistic contemporaries') educational theories. In doing so, Luther changed the old model and thus created a new conceptual approach to the justification of education. (English) | ||
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| STC | 0 | 0 | |a Educación,Escuela,Escuela,Pedagogía reformada,Reforma,Reforma |
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| STH | 0 | 0 | |a Образование,Педагогика реформы,Реформация (мотив),Реформация,Школа (мотив),Школа |
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