Stichwortdatei

Total Page:16

File Type:pdf, Size:1020Kb

Stichwortdatei Stichwortdatei 7.1 Universität und einzelne Wissenschaftsdisziplinen, Studienvorbereitung, Studierfähig- keit, wissenschaftliche Grundbildung, Akademien 1506‒1650 1506 Wallner Julius: Geschichte des Convictes zu Olmütz von der Gründung bis zur Vereinigung mit der k.k.There- sianischen Akademie in Wien (1506–1782), Brünn 1902 1543 Flathe, Theodor: St.Afra, Geschichte der Fürstenschule zu Meißen (1543), Leipzig 1879 1550 Tönnies, Paul: Die Fakultätsstudien zu Düsseldorf von der Mitte des XVI. bis zum Anfang des XIX,Jahrhun- derts (1550). Ein Beitrag zur Geschichte des Unterrichtswesens in Jülich–Berg (2 Teile), Düsseldorf 1884/1887 *Die Fakultätsstudien waren Aufgabe des akademischen Gymnasiums, das selbständig war und Fakultätscharak- ter hatte im Blick auf die Studienfächer Philosophie, Jura, Medizin* 1580 Hümmer, Friedrich Carl: Das von Erzbischof Julius gestiftete Seminarium Nobilium zu Würzburg (1580), Würz- burg 1905 1620 Dornavi, Caspar: Ulysses scholasticos S. de erroribus qui in scholis trivialibus admittuntur, Hannovae 1620 bei Negelein, J. Ulisses .... litterata, Norimbergae 1726 beygedruckt S.61ff. *Über die Fehler, die bei der Unterrich- ung der Fächer des Triviums gemacht werden* [W.H. Das Trivium: Grammatik, Rhetorik und Dialektik waren zunächst Gegenstand des Unterrichts in den Kloster– und Lateinschulen, wurden später Aufgabe der Artistenfakul- tät in den Universitäten] 1622 Clapmari, Arnoldi: Nobile Triennium. Quomodo Studiosus humaniorum litterarum triennio Animam juste ac Sermonem feliciter excolere possit, Giessae 1622 *Aufgabe des Trienniums: Vermittlung wissenschaftlicher Kom- petenz und entsprechender sprachlicher Ausdrucksweise* 1627 Comenius, Johann Amos: Didactica magna (1627‒1632) Große Didaktik hg.v.A.Flitner, Düsseldorf 1960² *Art und Weise wissenschaftlicher Bildung (138.15ff.)* 1636 Meyfart, Johann Matthaeus: Christliche Erinnerung von der auß den Evangelischen Hohen Schulen in Teutsch- land an manchem Ort entwichenen Ordnungen und Ehrbaren Sitten, und bey dißen in elenden Zeiten eingeschli- chenen Barbareyen, Schleusingen 1636 1644 Praetorius, Elias (alias Christian Hoburg): Spiegel der Misbräuche beym Predigt=Amt im heutigen Christen- thumb. Und wie selbige gründlich und heilsam zu reformieren mit freundlichen glimpflichen Worten auffge- setzet und herauß gesandt, o.O.1644 (zitiert bei Spener, Ph.J.: Pia .... Vorschlägen, Frankfurt Main 1676) *Klage über "Mängel und grobe Mißbräuche" der Schüler in Schulen und Universitäten (S.262/273f./281)* 1645 Duo Tomi Variarum Dissertationum de Studiorum ratione in singulis Disciplinis, Amsterdam 1645 (zitiert bei Langen,J.Chr.: Protheoria .... Praelectionen, Giessae 1706 S.401) *Über die Methoden der Studien in den einzel- nen Wissenschaften* 1649 Fichet, Alexander: Arcana studiorum omnium methodus, et Bibliotheca scientiarum litterarumque. Bibliotheca librorum earum scientiarum ordini tributorum universalis, Lugduni 1649 (zitiert bei Kirchhof,J.H.: Juristische .... erfordern, Bützow/Wismar 1741/1771³ Vorrede S.XLIII) *Über Methoden beim Studieren* 1650 Beyer, C.: Studentenleben im 17. Jahrhundert (um 1650), Schwerin 1899 Kahl, Wilhelm: Die pädagogischen Ansichten in den Schriften deutscher Rechtsphilosophen und Nationalöko- nomen aus dem Anfang des 17. Jahrhunderts (1650), in: Mitteilungen der Gesellschaft für deutsche Erziehungs– und Schulgeschichte Bd.XVI.2 S.299ff. Richter, Franz Johann: Kurze Geschichte der Olmützer Universität und der Ursprung des Gymnasiums (1650), Ol- mütz 1841 Schuppius, Johann Balthasar: Der unterrichtete Student (um 1650) (zitiert bei Langen,J.Chr.: Protheoria .... Prae- dictionen, Giessae 1706 S.795) [W.H. siehe Hinweis im Autorenverzeichnis] Schuppius, Johann Balthasar: Von der Erlernung und Fortpflanzung der freyen Künste und Wissenschaften in Teutscher Sprache (um 1650) (zitiert bei Langen,J.Chr.: Protheoria .... Praedictionen, Giessae 1706 S.795) Tholuck, A.: Das Akademische Leben des 17.Jahrhnderts mit besonderer Beziehung auf die protestantisch–theo- logischen Fakultäten (um 1650), Halle 1853/1854 1651‒1675 1651 Acker, J.Fr. Scholae sunt societatis magistrorum et discipulorum a magistratu ideo constitutae, ut iuventutis in illis per cultum pietatis et humanitatis ad studia Academica praeparatur, Altenburg 1651 Maresius, Roland: Epistola de puerorum in litteris institutione, Paris 1651 (zitiert bei Kirchhof,J.H.: Juristische .... erfordern, Bützow/Wismar 1741/1771³ Vorrede S.XLIII) *Über Unterweisung der Jungen in den Wissen- schaften* 1654 Conringius, Hermann: Dissert. de iis, quae in studioso quovis requiruntur, Helmstedt 1654 (zitiert bei Kirchhof, J.H.: Juristische .... erfordern, Bützow u.a. 1741/1771³ Vorrede S.XLIII) *Über die berechtigten Anforderungen des Studiums an den Studierenden* 1656 Seckendorff, Veit Ludwig v.: Teutscher Fürsten=Stat / Oder: Gründliche und kurtze Beschreibung / welcher Ge- stalt Fürstenthümer (Graf= und Herrschafften im Heil. Röm. Reich Teutscher Nation / beschaffen zu seyn pflegen, Frankfurt 1656/1660² Das 14.Kapitel des „Anderen Theiles“ handelt „Von Bestellung, Ordnung und Beschaffen- heit der Schulen, hohen und niederen. *Seckendorff für obrigkeitliche Aufsicht der Schulen "als da sind allerley Verordnungen von Hohen Schulen / darin nicht allein die Unterweisung in Christlicher Lehre / sondern auch in ande- deren Künsten / Wissenschafften und Sprachen geschieht" (S.205f.)* 1658 Pröll, Laurenz: Ein Triennium an der Salzburger Benediktiner–Universität (1658–1661), in: Beiträge zur Öster- reichischen Erziehungs– und Schulgeschichte Heft 5, Wien/Leipzig 1904 1659 Bötticher, Andr.: Brevis instructio de cursu studiorum feliciter inchoando, continuando et absolvendo viginti prae- ceptis compendiose conscripta, Braunschweig 1659 (zitiert bei Kirchhof,J.H.: Juristische .... erfordern, Bützow u.a. 1741/1771³ Vorrede S.XLIII) *Unterweisung über den Beginn, die Durchführung und den Abschluß des Studiums* Ursino: Musagetes, sive de studiis recte instituendis, Regensburg 1659 (zitiert bei Gesner,A.S.: Selectae .... Har- les, Nürnberg 1780 S.374) *Frühe Form der Studienberatung* [W.H.Musagetes = Führer der Musen; Beiname der Gottes Apoll] 1661 Rupert, Christoph Adam: Methodus suscipiendi ac tractandi studii philologici aliarumque meliorum litte- rarum, in: Mercurius epistolaris sive institutio epistolicae, Nürnberg 1661 S.235ff. (zitiert bei Kirchhof,J.H.: Juristische .... erfordern, Bützow/Wismar 1741/1771³ Vorrede S.XLIII) *Weg zum Studium der Philologie oder anderer Wissenschaften* 1662 Edict von denen Eigenschafften und rechten Verhalten derer / so zum Predigt=Amt bereitet und beruffen wer- den sollen, Cölln a.d.Spree 1662/1782/1709, in: Arnold,A.: Der .... Schule, Leipzig/Stendal 1711 S.58ff. *Kritik am Verhalten und dem Unernst der Theologiestudenten; Klagen über falsche Studiersucht (S.65f.)* 1665 Pomarius, Christoph: Consiliarius scholasticus, hoc est, de studiis trivialibus ordinandis, Magdeburg 1665 (zi- tiert bei Lindner,S.: Kurtzer .... Hof=Meister, Regensburg 1721 Vorbericht § 27) 1672 Vogler, Valentin Heinrich: De naturali ad bonarum doctrinarum studia propensione, delectu ingeniorum, studiorum hodiernis corruptelis earumque causis, Helmstedt 1672 (zitiert bei Kirchhof,J.H.: Juristische .... er- fordern, Bützow/Wismar 1741/1771³ Vorrede S.XLIV) *Über Neigungen zum Studium der Wissenschaften, über die Auswahl guter Begabungen und über die Verderbtheit der Studien und deren Ursachen an Universi- täten* 1674 Frey, Janus H.Caecilius.: Via ad divas scientias artesque linguarum notitiam, sermones extemporaneos, nova & expeditissima, Jena 1674 (zitiert bei Kirchhof,J.H.: Juristische .... erfordern, Bützow/Wismar 1741/1771³ Vor- rede S.XLIV) *Sprachenkenntnis als Grundlage theologischer, wissenschaftlicher und künstlerischer Studien* 1675‒1700 1679 Fritsch, Ahasver: Scholaris peccans sive Tractatus de vitiis et erroribus scholarium. Cum appendice ut peccatur vitiis et erroribus moderatorum juventutis scholasticae, Breslau/Leipzig 1679 *Charakter- und Sittenbild des "christ- lichen Studenten" (S.128ff.)* 1687 Fleury, Claudius: Traité du choix et de la méthode des études (dt. Klugheit zu studiren oder Gründliche Nach- richt wie ein junger Mensch bey den gelehrten Wissenschaften eine kluge Wahl beobachten und selbige vermöge einer geschickten Lehr=Art begreiffen soll, Bruxelles 1687/dt. Ausgabe Budißin 1726 (zitiert bei Kirchhof,J.H.: Juristische .... erfordern, Bützow/Wismar 1741/1771³ Vorrede S.LIV) *Studierfähigkeit; Ablehnung des Studi- ums von Kindern armer Eltern (S.207ff.)* 1688 Morhof, Daniel Georg: Dignissima haec consideratione res est, de scholarum cura omnibusque, quibus rebus publicis est providendum, ut sublatis obstaculis majores in mente excolenda et in studiis progressus faciamus, in: dems.: Polyhistor litterarius (2 Bde.), 1688–1692 2.Bd. (zitiert bei Francke,A.H.: Die ..... Gottes, Halle 1701 S.48) *Beseitigung von Hindernissen, um größere Fortschritte bei der Ausbildung des Geistes und der Wissenschaften zu machen. Dies ist nötig im Blick auf die Menschen, die für die Schule und für den Staat Sorge zu tragen haben* 1690 Rechenberg, Adam: De studiis Academicis liber singularis, Leipzig 1690/1692² (zitiert bei Kirchhof,J.H.: Juri- stische .... erfordern, Bützow/Wismar 1741/1771³ Vorrede S.XLV *Über die akademischen Studien* 1692 Consilium et methodi studiorum, Rotterdam 1692 *Über methodische Grundsätze des Studiums* Unterricht vom Studieren, wie es insgemein nicht recht angefangen werde, und wie es recht anzufangen und fortzuführen sey, aufgestzt von einem Liebhaber der
Recommended publications
  • University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St
    EDUCATION IN EIGHTEENTH-CENTURY FRENCH AND ENGLISH PERIODICALS (1700-1789) Item Type text; Dissertation-Reproduction (electronic) Authors Varney, Marsha Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 17:11:32 Link to Item http://hdl.handle.net/10150/298873 INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upcn the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material.
    [Show full text]
  • Prussian Education System
    Prussian education system The Prussian education system refers to the system of education established in Prussia as a result of educational reforms in the late 18th and early 19th century, which has had widespread influence since. It is predominantly used as an American political slogan in educational reform debates, since it was adopted by all American K–12 public schools and major universities as early as the late 18th century, and is often used as a derogatory term for education in the service of nation-building, teaching children and young adults blind obedience to authority, and reinforcing class and race prejudice.[1] The actual Prussian education system was introduced as a basic concept in the late 18th century and was significantly enhanced after Prussia's defeat in the early stages of the Napoleonic Wars. The Prussian educational reforms inspired other countries and remains important as a biopower in the Foucaultian sense for nation-building.[2] Compulsory education on the Prussian example was soon mirrored in Scandinavia, and United States started to adopt the Prussian example. Early American adopters include Daniel Coit Gilman, who set up The General Education Board, later renamed The Rockefeller Foundation, and first president of Johns Hopkins, John Dewey at the University of Chicago, James McKeen Cattell at The University of Pennsylvania and Columbia University, Henry Philip Tappan at The University of Michigan, James Earl Russell at the New York College for the Training of Teachers, and many more. France and the UK failed to introduce similar systems until the 1880s. Johann Julius Hecker memorial in The term itself is not used in German literature, which refers to the primary aspects Berlin honors him founding the first prussian teachers seminary in 1748, of the Humboldtian education ideal respectively as the Prussian reforms; however, Heckers bust thrones over a future the basic concept remains fruitful and has led to various debates and controversies.
    [Show full text]
  • Mass Vocational Education and Training in Europe
    04 05 16 TI-68-05-769-EN-C This investigation forms part of the project entitled ‘A European History of Vocational Education and Training’ launched by the European Centre for the Development of Vocational Training, which has so far consisted of a conference held in 2002 and an exhibition. The book contains an overview of the historical development of mass vocational training in Europe during the 19th century — as distinct from academic education. The second half comprises a historical analysis of the three ‘classic’ training systems in England, France and Germany in the first half of the 20th century. Mass vocational education and training in Europe Classical models of the 19th century and training in England, France and Germany during the first half of the 20th Mass vocational education and training in Europe Classical models of the 19th century and training in England, France and Germany during the first half of the 20th European Centre for the Development of Vocational Training Europe 123, GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427, GR-551 02 Thessaloniki Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20 E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr Free of charge – On request from Cedefop 5157 EN ISBN 92-896-0417-4 EN Mass vocational education and training in Europe Classical models of the 19th century and training in England, France and Germany during the first half of the 20th Wolf-Dietrich Greinert Cedefop Panorama series; 118 Luxembourg: Office for Official Publications of the European Communities, 2005 A great deal of additional information on the European Union is available on the Internet.
    [Show full text]
  • 445 Copyright © 2019 by Academic Publishing House Researcher S.R.O
    European Journal of Contemporary Education, 2019, 8(2) Copyright © 2019 by Academic Publishing House Researcher s.r.o. All rights reserved. Published in the Slovak Republic European Journal of Contemporary Education E-ISSN 2305-6746 2019, 8(2): 445-453 DOI: 10.13187/ejced.2019.2.445 www.ejournal1.com WARNING! Article copyright. Copying, reproduction, distribution, republication (in whole or in part), or otherwise commercial use of the violation of the author(s) rights will be pursued on the basis of international legislation. Using the hyperlinks to the article is not considered a violation of copyright. The German System of Public Education in the Period between the 15th and early 20th centuries. Part 1 Anvar M. Mamadaliev a , b , *, Sergey D. Ludwig c, Natal'ya V. Miku d, Aude Médico e a International Network Center for Fundamental and Applied Research, Washington, USA b Volgograd State University, Volgograd, Russian Federation c Plekhanov Russian University of Economics, Russian Federation d Penza State University of Architecture and Construction, Penza, Russian Federation e University of Geneva, Geneva, Switzerland Abstract This paper explores the origins of the German public education system. This part of the work provides an analysis of the formation process of the German primary education system between the 15th and 18th centuries. Also, this paper explores the use of philosophical approaches in German education, and examines the impact of Protestantism on the process of creation of the German primary education system. The study is grounded on a body of related research and special literature. In effect, its methodological basis is based on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography.
    [Show full text]
  • Scholars, Travelers, and Religious People: the Reach of the Curiosity Cabinet at the Pietist Francke Foundations in Halle
    H-Ideas Scholars, Travelers, and Religious People: The Reach of the Curiosity Cabinet at the Pietist Francke Foundations in Halle Blog Post published by Anja-Silvia Goeing on Wednesday, August 29, 2018 Blog Post Author: Anja-Silvia Goeing Image 1: Gottfried August Gründler: Die Franckeschen Stiftungen zu Halle, 1749 Copper engraving, physical location unknown. Licence: Public Domain https://de.wikipedia.org/wiki/Datei:Franckesche_Stiftungen_1749.jpg (accessed August 29, 2018) In the wake of the revival of the Francke Foundations in Halle on the Saale in 1992, a town close to Berlin in the former East Germany, the curiosity cabinet of the pietist school and orphanage was restored. In the 18th century, the Francke Citation: Anja-Silvia Goeing. Scholars, Travelers, and Religious People: The Reach of the Curiosity Cabinet at the Pietist Francke Foundations in Halle. H-Ideas. 08-29-2018. https://networks.h-net.org/node/6873/blog/2282946/scholars-travelers-and-religious-people-reach-curiosity-cabinet-pietist Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. 1 H-Ideas Foundations comprised a conglomerate of schools for students of all abilities and social backgrounds. Image 2: Gottfried August Gründler: The Historic Orphanage of the Franckeschen Stiftungen zu Halle, 1749 Copper engraving, physical location unknown. Licence: Public Domain https://en.wikipedia.org/wiki/File:FranckescheStiftungen_3.jpg (accessed August 29, 2018) The room that contains the collection, in fact, the attic of the Orphanage, is now in a state similar to that of about 1741, when it was set up with beautifully decorated display cabinets (Müller-Bahlke, 1997, 1998, 2012).
    [Show full text]
  • “Das Schulwesen Aber Ist Und Bleibet Allezeit Ein Politicum”: the Felbiger General School Ordinance and School Reform in the Eighteenth-Century Habsburg Monarchy
    2 “Das Schulwesen aber ist und bleibet allezeit ein politicum”: The Felbiger General School Ordinance and School Reform in the Eighteenth-Century Habsburg Monarchy Martin Viehhauser On December 6, 1774, Austrian Empress Maria Teresa signed a school act that made elementary schooling compulsory for all children from age six to twelve in the hereditary lands of the Habsburg Empire. Te school act, consisting of 24 paragraphs, became known as Allgemeine Schulordnung (General School Ordinance) and was mainly formulated by Johann Ignaz Felbiger (1724–1788), a Catholic abbot from Silesia, a region of mixed Catholic and Protestant creeds that was conquered by Prussia in the mid-eighteenth century.1 Te ordinance’s core con- cern was frst and foremost the literacy of the people. Reading, writ- ing, arithmetic, and, of course, religious education were among the main subjects to be taught, with additional subjects for city schools. However, at the same time—and when observed within the contempo- rary historical context—the school act was a tool to integrate the diverse dominions of the empire into one political sphere. From the perspec- tive of state-building, which in this chapter will be the main framework for my interpretation of the ordinance, the school act helped to limit M. Viehhauser (*) Fribourg University of Teacher Education, Fribourg, Switzerland e-mail: [email protected] © Te Author(s) 2019 17 J. Westberg et al. (eds.), School Acts and the Rise of Mass Schooling, https://doi.org/10.1007/978-3-030-13570-6_2 18 M. Viehhauser the political infuence of the Catholic Church and to install a political system via the institutionalization of public elementary schooling.
    [Show full text]
  • Thesis-1958R-H595f.Pdf (5.883Mb)
    Name:. Geral d B. Heusel Date of Degree: August 2, 195G Institution: Oklahoma State University Location: Stillwater, Oklahoma Title of Study : A FORM OF PERSONNEL ORGANIZATION I N A WOODWORKING SHOP Pages in Study: 40 Candidate for Degree of Master of Science Wajor Field : Industrial Arts Purpose of the Report: This report has been developed by the writer in order to facilitate a better organization and to present thls as a guide for others to follow in organizing the personnel in a wood­ working shop so as to reduce the many administrative duties and reports that does not allow the instructor sufficient time to teach successfully. Conclusions: This organizational plan contributes directly to increased educational values in Industrial Arts subjects. This type of plan develops cooperation in working together for the common good of all and it familiarizes the student with the type of or~anization t hat is commonly used in industrial plant management. The student learns to respect authority and to understand the problems that the employer and employee face in real life situations. It should eliminate most disciplinary problems, waste of time, waste of materials, loss of tools, and help to develop in the student, a habit of order, system, neatness, and responsibility. This report contains a list of de­ tailed duties of each officer, Superintendent, Assistant Superin­ tendent, Tool Cabinet Foreman, Safety Engineer, Material Foreman, Finishing Room Foreme.n ., in t he organization with an explanation a s to how each fits into the pl an. It tends to be democratic i n f unc­ t i on and principle a.s well a.s developi ng l eader shi p and furnishing good charact er traini ne; .
    [Show full text]
  • A History of Education for Nevada Homeschools
    School, Education, Homeschooling and Nevada Frank Schnorbus Nevada Homeschool Network, Chair March 25, 2010 1 Ecclesiastes 1:9 – 11 What has been will be again, what has been done will be done again; there is nothing new under the sun. Is there anything of which one can say, “Look! This is something new”? It was here already, long ago; it was here before our Fme. There is no remembrance of men of old, and even those who are yet to come will not be remembered by those who follow. Proverbs 4:1 – 5 Listen, my sons, to a father’s instruction; pay attention and gain understanding. I give you sound learning, so do not forsake my teaching. When I was a boy in my father’s house, still tender, and an only child of my mother, he taught me and said, Lay hold of my words with all your heart; keep my commands and you will live. Get wisdom, get understanding; do not forget my words or swerve from them. 2 Pinky: “Gee, Brain, what do you want to do tonight?” The Brain: “The same thing we do every night, Pinky – try to take over the world!” ARE YOU PONDERING WHAT I’M PONDERING? Why do YOU educate your child? Who knows your child best? Where do parental rights fit in? Why can’t homeschoolers be leI alone? What does the word “educate” mean to you? Whose business is your child’s educaLon? Why should educaLng a child take a “professional”? What is the difference between educaLon and school? Why wouldn’t “professionals” appreciate homeschooling? What is the state’s interest in seeing that children are educated? When will homeschooling be “safe” from restricLve laws? Why do homeschoolers do beOer than other types of schools? What does the word “beOer” mean? Would it maOer if homeschoolers didn’t do beOer? What about parents who don’t educate their children? What did previous American generaLons do? Wasn’t school always the way it is today? Who is ulLmately responsible for your child’s educaLon? Will educaLon as we know it today ever change? Why is it important for homeschoolers to be vigilant? 3 (Courtesy of Dr.
    [Show full text]