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• W2332632071 abstract "The significance of French Protestant educators was much greater than their numerical proportion in the population at large would suggest. This solid and interesting collection of 16 research papers is the first major book for 25 years to explore that significance, and the first to do so within both France and Europe at large. Although only two of the chapters directly concern Protestants within the hexagon, the importance of the educational tradition is emphasised in the rest as those expelled after the 1685 Revocation sought to valorise their experience in exile. Jean-Paul Pittion emphasises the major themes of that tradition in France before the Revocation. Literacy, the nourishment of an inner life, edification and an investment in family and fortune—these were all keys to the values that Calvinists placed on education. It was integral to Calvinist ministry and the building of Protestant congregations and churches. But it was also essential to the project of advancing godly society and combating Catholicism. The classroom was a confessional front-line as well as a charitable challenge. The networks of educational establishments throughout France—from petites écoles through colleges, to academies—a few of the latter developing well-earned international reputations for the philosophical and theological training they offered. Michelle Magdelaine concentrates on the one region of the hexagon in which the Revocation was not applied (Alsace) to demonstrate how the Huguenots in the religiously pluralist environment of Sainte-Marie-aux-Mines continued to devote considerable time and resources to education in the eighteenth century despite the declining fortunes of their community. The papers concentrating on the role of education in the Refuge emphasise that, among the disparate collection of intellectuals, office-holders, pastors and uprooted town-dwellers who joined the exile, education was not a vocation but a necessity—negotiating a way to survive in a contingent new life with the skills and talents one had, but also holding onto things in the past which had mattered. So the double theme is the idealised reflection of the world they had lost, and the tiresome reality of a world which they were making do with. In the outstanding chapter by Hubert Bost, Pierre Bayle emerges as an éducateur manqué, sceptical of educational methodologies and of the power of education to counteract deep-rooted mind-sets. The geographical range of the chapters follows the Refuge to Central Europe (Gudrun Petasch; Franziska Roosen; André Bandelier; Viviane Rosen-Prest; Manuela Böhm; Fiammetta Palladini; Katharina Middell) where the evidence from the Brandenburg-Prussian educational establishments is particularly rich, but also to Ireland (Jane McKee; Máire Kennedy) and Russia (a particularly interesting contribution from Vladislav Rjéoutski). The tensions between sustaining a tradition and integrating and assimilating into host societies appear at every turn—linguistic, institutional, political—in most of the chapters, that of Gudran Petasch discussing the issues in the context of a small-town Central European Refuge (Neu-Isenburg) and Suzanne Lachenicht doing so in the continuing post-Glorious Revolution complex and contentious debates over religious conformity in London. As Sami J. Savonius-Wroth demonstrates—in a chapter on John Locke—the Huguenots were important allies when he came to see education as a way of implanting the Revolution. In the expanding and changing dimension of education in the eighteenth century, including in France, the Huguenots proved to be significant contributors." @default.
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• W2332632071 date "2013-08-22" @default.
• W2332632071 modified "2023-10-16" @default.
• W2332632071 title "Les Huguenots educateurs dans l'espace europeen a l'epoque moderne" @default.
• W2332632071 doi "https://doi.org/10.1093/fh/crt069" @default.
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