Howard Hotson
- Published in print:
- 2010
- Published Online:
- January 2012
- ISBN:
- 9780197264683
- eISBN:
- 9780191734878
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264683.003.0009
- Subject:
- History, British and Irish Medieval History
This chapter provides a synthesis of the ‘Reformation of Common Learning’, which progressively developed from Peter Ramus’s pedagogy in the mid-sixteenth century to the work of the Moravian Comenius ...
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This chapter provides a synthesis of the ‘Reformation of Common Learning’, which progressively developed from Peter Ramus’s pedagogy in the mid-sixteenth century to the work of the Moravian Comenius in the mid-seventeenth. The essay stretches the traditional periodisation and disciplinary boundaries often applied to reformation studies. By implication, it calls into question the understanding of a seventeenth-century ‘post-reformation’ era, a point underscored by mid-seventeenth-century writers such as Milton who spoke of reform as a continuous process. The wider intellectual currents that were contemporaneous to sixteenth- and seventeenth-century theological developments become essential to understanding the reception of reformation.Less
This chapter provides a synthesis of the ‘Reformation of Common Learning’, which progressively developed from Peter Ramus’s pedagogy in the mid-sixteenth century to the work of the Moravian Comenius in the mid-seventeenth. The essay stretches the traditional periodisation and disciplinary boundaries often applied to reformation studies. By implication, it calls into question the understanding of a seventeenth-century ‘post-reformation’ era, a point underscored by mid-seventeenth-century writers such as Milton who spoke of reform as a continuous process. The wider intellectual currents that were contemporaneous to sixteenth- and seventeenth-century theological developments become essential to understanding the reception of reformation.
