Educational Treatises Research Articles

Highlighting the contribution of the Greek physician Theodoros Aretaios to the history of thyroidectomy.

Theodoros Aretaios (1829-1893), having pursued advanced studies at home and abroad and possessing a wide range of competences and interests, was among the first Greek physicians to produce educational treatises for both students and doctors of medicine. Among these is his medical treatise Surgery which deals with thyroid operations and goiter symptoms as well as post-operative lesions which included a record of his extensive experience, learned recommendations, deep insights, and advanced techniques. In this medical archive, which is preserved in the National Library of Greece, there is, for example, the physician's vivid description of a thyroidectomy that he performed which illustrates his expertise as a surgeon as well as the surgical knowledge of his times. Aretaios was not the first to perform this operation in Greece: he was, however, the first to document it, which he did for the benefit of his fellow Greeks and of surgeons worldwide.

Towards a History of Children and Heritage: Young People, Heritage Education and the Eighteenth-Century ‘Grand Tour’

ABSTRACT Young people are now at the centre of what we call “heritage”. Children are a familiar sight at heritage sites, where specific provision is made for their learning and entertainment. Heritage education is also now well established, with families, schools, heritage sites and agencies working to ensure that children are encouraged and supported to engage with the material remains of the past. However, this is a surprisingly recent development. It was only in the later twentieth century that children came to be recognised as an important market for the heritage industry, requiring special consideration and amenities. On the other hand, on an individual basis, many children have been active participants in heritage activities for much longer. This essay considers one aspect of that long history, looking at the presence of children on the “Grand Tour” in the long eighteenth century. The classic image of the Grand Tour is of young British men being sent, in the years following school or university, on a protracted, often debauched journey around Western Europe. This characterisation has been recently challenged in several ways, and this essay continues this reevaluation by investigating the Tourists' age. Some Tourists were mature adults; many others were surprisingly young. This essay investigates both those young people who undertook their own tours, often accompanied by a tutor, and those touring as part of a family group. No reliable corpus of Grand Tourists can be established, and in those directories that do exist, children tend to be underrepresented. But using a range of printed, manuscript and visual sources, including educational treatises, memoirs, diaries, letters, and portraits, this essay establishes the unexpected extent of children's presence on the Tour and shows that it is possible to recapture the experiences of Grand Tour children and of those who travelled with them.

The Impact of Milton’s Of Education on the Hartlib Circle’s Understanding of Public and Private

ABSTRACT Milton’s Of Education was an influential contribution to the Hartlibian philosophy of advancing knowledge in the 1640s. This article proposes that Milton’s blueprint for an aristocratic academy enjoyed an afterlife in the Hartlibian texts of the later 1640s. The afterlife suggests that Milton’s educational treatise demonstrated to the Hartlibians that exclusive forms of education could contribute to the public good of society. The article begins with a discussion of the Hartlibian philosophy of universal learning that the circle drew from Johannes Amos Comenius, before considering how Hartlibian texts of the late-1640s, particularly those written by John Hall, encode an attitude to education that aligns with Of Education and differs from Hartlibian texts published before 1644. The article locates Of Education in a Hartlibian discourse, as a text inspired by Samuel Hartlib, and as having the capacity to make a tangible impact on the developing Hartlibian ideology of the 1640s.

Ratio emblematum: Characteristic Features of the Jesuit Emblem

Abstract The introductory essay examines the principles of Jesuit emblematic usage, as codified by Antonio Possevino, S.J. (1533–1611) in his educational treatise Bibliotheca selecta de ratione studiorum of 1603 and developed by two of the Society’s key emblematists: Jan David, S.J. (1545–1613) in his Duodecim specula of 1610 and Herman Hugo, S.J. (1588–1629) in his Pia desideria of 1624. The essay concludes by summarizing the five articles contained in this issue of the Journal of Jesuit Studies and then, on that basis, offering a brief account of the state of the question in the study of Jesuit emblematics.

Organization of administrative institutions and notions as a complete factor for the state

Needs for institutions of administrative law was present for a very long time. With the intention to fulfill this need I have drafted and systemized relevant categories of public administration, in that way that are dedicated to the standards of relevant texts from the field of law in general and of public administration in particular. In one way or another, these categories are unique, adapted to reformed educational programs. By having in mind the legal terminology in this field, the purpose is to unbuckle and study general notions and categories, in relevant fields of the law. Therefore, because of the mentioned reasons above, this educational treatise is defined to be used up to the issuance of new legislations of countries that have passed or still are in the transition phase, for example the Republic of Kosovo, the Republic of Albania, the Republic of Macedonia, of students of these countries, to whom the study of these categories is dedicated, in relevant universities where the law in general is studied.

Eric Schliesser. Adam Smith: Systematic Philosopher and Public Thinker.

Eric Schliesser. Adam Smith: Systematic Philosopher and Public Thinker.

Maria Edgeworth and Anna Letitia Barbauld: Print, Canons, and Female Literary Authority

ABSTRACT Maria Edgeworth and Anna Letitia Barbauld first met in 1799, when the latter was already an established writer and Edgeworth was at the beginning of her career. This essay considers the lines of literary and intellectual filiation between Edgeworth and Barbauld as they unfolded over a period of decades, from the 1790s into the 1810s. Both Barbauld and Edgeworth worked in multiple genres. The educational works of the Edgeworths consistently, and in detail, recommended Barbauld as a writer for children thereby consolidating and maintaining the older writer’s reputation. By including Edgeworth’s Belinda (1801) and Modern Griselda (1804) in her 50-volume collection of British Novelists (1810), Barbauld contributed to Edgeworth’s canonical status. Across a range of print forms, some established, some emerging, and including the educational treatise, books written especially for children, the novel, and the literary review, we see each writer influence, cite, and comment upon the work of the other. This process bolsters the respective reputations of each; contributes to generic development and canon formation; and illuminates the professional lives of two women writers each of whom is to be considered an enlightenment figure.

En privé & en public: The Epistolary Preparation of the Dutch Stadtholders

Abstract In his educational treatise, the Instruction du prince chrétien (1642), André Rivet, the tutor of the future Willem II (1627-1650), presents his ideal of a virtuous prince well versed in the skills required to govern himself and his subjects. In the educational correspondences surrounding the future Dutch stadtholders we see some of these theoretical principles played out in epistolary practice. Reading the correspondence against the foil of Rivet’s treatise brings to the fore a number of characteristics of his ideal prince: the intimate educational nexus between tutor, parents, and pupil; the way in which the prince is taught to navigate the interrelated spheres of self, household, and society; and finally, the ways in which the dichotomy between public and private is at once dissolved and affirmed in the educational molding of an early modern prince.

“Fitter to Please the Court Than the School”: Courtly and Paideutic Rhetoric in Elizabethan Poetics

This paper argues that Elizabethan handbooks on poetics enact two coevolving traditions in the history of rhetoric and poetics: one sees poetry as a rhetorical art of stylistic invention, while the other sees it as an object of study, analysis, and ethical training. To show this, I examine George Puttenham's Art of English Poesy and contrast it with William Scott's recently discovered Model of Poesy. Puttenham demonstrates how poetic style works as a tool of rhetorical invention; Scott, on the other hand, treats poetics as a method of literary critical analysis. Scott's poetics, I argue, is derived from a “paideutic” tradition, the aims of which mirror those found in educational treatises that concern the hermeneutic training students received in English grammar schools. Puttenham, writing for courtiers, instead makes a case for poetics as a means of rhetorical adaptation at court—his handbook, in short, shows poetry to be a rhetorical and pragmatic art of verbal performance that exists outside the schoolroom.

Qualia bona in coniuge sunt quaerenda.... Zalecenia na temat wyboru żony w świetle średniowiecznych traktatów o wychowaniu (na przykładzie De regimine principum Idziego Rzymianina)

The paper is concerned with the advice regarding choosing a wife presented in the thir-teenthcentury educational treatise De regimine principum by Giles of Rome. It was the most popular “mirror of prince” in the later Middle Ages. In defining the criteria one should pay attention to Giles distinguishes three kinds of “goods” (bona) that an appro-priate wife-to-be should possess. These are the so-called external (exterior) goods and internal (interior) ones, the latter being in turn divided into the bodily goods (bona cor-poris) and the spiritual goods (bona animae). The first kind includes such goods as noble descent (nobilitas generis), multitude of friends (pluralitas amicorum) and abundance of wealth (multitudo divitiarum); the second – beauty (pulchritudo) and size (magnitudo); the third – self control (temperantia) and liking for work (amor operositatis). These three kinds of goods, as well as particular examples of them, are drawn by Giles from Aristotle’s Rhetorica. Yet, when compared to those enumerated by medieval theologians and canon lawyers in their discussons of reasons for marrying, they do not considerably differ from them. What matters is that Giles sees and accepts all of them as relatively equally important as criteria used for choosing a wife. This is because they are all neces-sary for setting up a successful marriage that will bring happiness to a man.

Virtue Ethics and Education from Late Antiquity to the Eighteenth Century, ed. Andreas Hellerstedt. Knowledge Communities. Amsterdam: Amsterdam University Press, 2018, 334 pp., 12 b/w and 1 color ill.

The Middle Ages knew of a major didactic genre, the Mirror for Princes, which were basically educational treatises outlining proper ethical, moral, but also political and religious behavior expected from the rulers. Philosophically speaking, as Plato and Aristotle had already outlined, the foundation of all education were ethics, that is, virtues, and we might greatly profit from those insights also today at a time when no one seems to talk about virtues any longer. Thus, a scholarly volume dedicated to the long-term discourse on these aspects taking us from late antiquity to the eighteenth century easily evokes our interest. Unfortunately, Virtue Ethics and Education is hardly concerned with the Middle Ages, so this review can only address the larger framework undergirding the studies assembled here and two contributions in particular.

La Doctrina que dieron a Sara de Fernán Pérez de Guzmán: estudio y edición crítica

A pesar de contar con seis ediciones modernas de la Doctrina que dieron a Sara de Fernán Pérez de Guzmán, nos ha parecido necesario realizar una edición crítica en la que se tuvieran en cuenta los diez testimonios antiguos: ocho manuscritos y dos impresos. En los últimos años de su vida, hacia 1454, el Señor de Batres escribe este breve tratado educativo, que puede considerarse el primer «espejo de princesas» en castellano, destinado a las mujeres que van a contraer matrimonio, glosando al modo cancioneril las cinco reglas o consejos que Sara recibió de sus padres antes de casarse con Tobías.

Domain Diri dalam Adab Guru Menurut Imam Abū Ḥanīfah: Kajian Ke Arah Membentuk Etika Profesion Perguruan Islam

The rules of conduct for teachers is one of the important elements in Islamic education. It is closely associated with the effort to the realization of a quality education and an effective teaching. This article presents the personal domain in this topic as elaborated by Imam Abū Ḥanīfah in his educational treatises, namely al-‘Ālim wa al-Muta‘allim, Waṣiyyah Abī Ḥanīfah li Abī Yūsuf, Waṣiyyah Abū Ḥanīfah li Ibnihi Ḥammād , and Waṣiyyah Abū Ḥanīfah ilā Tilmīdhihi Yūsuf bin Khālid al-Samtī al-Baṣrī . The authors found that there are seven elements in personal domain suggested by Abū Ḥanīfah in his educational treatises. These elements namely, sincerely in learning and teaching; pay attention in improving the deeds of taqwa, worship, fasting and reciting al-Quran; plan wisely in managing time, avoiding less important matters, optimizing learning, and self-esteem; being aware of God's attention, feeling the sufficiency of His gift, living in khauf (fear) and rajā '(hopefully) and kind thoughts about Him; keeping dignity and acting as a teacher by doing good things and be modest in every business; avoid bad and vain actions and always be enthusiastic in performing a job as a teacher. These elements are very important in teachers’ profession. This study is also intended to reveal this topic based on Islamic scholar thought in order to formulate the professional code of ethics for Islamic teachers and to solve ethical problems nowadays.

From Manuscript to Digital Conceptualizing a Webdoc Version of Le Livre des échecs amoureux moralisés

The Livre des Echecs amoureux moralises (LEAM) was composed and commented upon by Evrart de Conty between 1370 and 1400. This moralized educational treatise was designed to guide a young prince in ...

Short Notions and Institutions About the Subject: Introduction to the Right

The need for the categories – institutes of law has been present for a long time. With the intention to fulfill this need I have drafted and systemized relevant categories of law, in that way that are dedicated to the standards of relevant texts from the field of law. In one way or another, these categories are unique, adapted to reformed educational programs. With the occasion of drafting the relevant categories, I have tried to adjust them to certain principles of law in general. Therefore, we believe that these categories – concepts of law will serve the students in the university studies of legal sciences, public administration, political science, diplomacy etc. about the phenomena, general notions of law, legal principles of state and law. With the occasion of the conception and content of these categories-institutes of law, I have tried to save the main concepts and principles of the former authors in this field, although I have adjusted this treatise to democratic evolutions in this field. Having in mind the legal terminology in this field, respectively the study of these categories, and the purpose of this treatise is to unbuckle and study general notions and categories in relevant fields of law. Therefore, because of the mention reasons above, this educational treatise is defined to be used up to the issuance of new legislations of countries that have passed or still are in the transition phase, for example the Republic of Kosovo, the Republic of Albania, the Republic of Macedonia, of students of these countries, to whom the study of these categories is dedicated, in relevant universities where the law in general is studied.

Emmet Kennedy. Abbé Sicard’s Deaf Education: Empowering the Mute, 1785–1820.

Emmet Kennedy’s Abbé Sicard’s Deaf Education: Empowering the Mute, 1785–1820 is a slim volume that examines the life and works of Roch-Ambroise Cucurron, Abbé Sicard (1742–1822). Sicard was the director of the Institution Nationale des Sourds-Muets in Paris for thirty years and during that time developed foundational methods for the education of the deaf, publishing numerous works on grammar and education. Just that accomplishment would be sufficient to justify a book-length treatment of his activities, but Sicard was also politically active and an influential member of Parisian academia during the revolutionary period and beyond, so his story has extensive historical ramifications. Sicard entered a teaching order and became a priest as a young man, and although he soon left the order, he remained a priest for the remainder of his life—and a refractory one at that. In 1792 he was arrested but escaped execution during the September Massacres, allegedly because some of the sansculottes recognized that he was the famous teacher of the deaf, and thus indispensable to the state. A year later he was still performing the mass and was arrested again; due in large part to heartfelt letters from his students, he was released. These were the first of many escapes, either lucky or engineered, that saved Sicard through the Terror, the Directory, and the Napoleonic era, until the Restoration period, when he was able to act with less political interference. Throughout the period, Sicard continued to publish his educational treatises and could be found holding positions in the most prestigious academic institutions of the time. Political and educational leaders, as well as men and women from the highest ranks of Europe’s aristocracy, came to Paris to meet with Sicard and visit his school, where he gave them demonstrations of his students’ abilities to communicate through sign language. Many of these leaders then returned to their own states to establish similar schools for the deaf. Sicard was also visited by Thomas Hopkins Gallaudet, one of the founders of deaf education in the United States. The question of the day, and one that still engages practitioners of deaf education presently, is whether sign language is preferable to lip reading and oral communication. Under the influence of Sicard, sign language began to be seen as the preferred method. Although Sicard did not entirely invent the sign language that he taught, he certainly expanded and popularized it; without his influence, deaf education would likely look quite different today.

"Da educação" em Almeida Garrett ou sobre a marginalidade do maior negócio da pátria

Abstract: This article discusses the discrepancy between the relative lack of critical visibility surrounding Garrett’s educational treatise Da educação and its paramount importance as an ideological foundation of Garrett’s works and actions. Fernando Augusto Machado reviews the genesis of this incomplete treatise and provides an indepth background to its partial publication that could be responsible for its lack of representation. Machado also focuses on the intended audience of the text, its possible sources, and highlights some of the main areas of the treatise that link education to the concept of nation.

Home education 1750–1900: domestic pedagogies in England and Wales in historical perspective

Since the seventeenth century a growing body of advice literature, educational treatises and policy has been encouraging parents to play an active part in the education and instruction of their chi...

ADAB-ADAB GURU MENURUT IMĀM ABŪ ḤANĪFAH: KAJIAN TERHADAP WAṢIYYAH ABĪ ḤANĪFAH LI ABĪ YŪSUF

The rules of conduct for teachers (ādāb al-ʿālim) are among the important elements in the educational process. They are closely related to the efforts to realise quality education and effective teaching. This article presents five rules of conduct that should be practised by teachers as elaborated by Abū Ḥanīfah in his Waṣiyyah Abī Ḥanīfah li Abī Yūsuf, apart from providing an introduction to and a background of the aforementioned Waṣiyyah as his educational treatise. This study is to introduce this great work on Islamic education to solve current educational problems.

The sixteenth-century antecedents of special operations ‘small war’

The first conceptual, theoretical treatises about small war (la petite guerre) as special operations appeared only from the middle of the seventeenth century. The term is not used in the eighteenth-century sense of ‘special operations’ in older sources. The supposed absence of any treatment of the subject is surprising considering the obsession with the ‘art of war’ in the Renaissance, but other authors attribute it to a supposed antinomy between chivalric ideals and irregular warfare. But the absence of explicit manuals on the subject is not evidence of absence of advanced reflection on this kind of operations in the Middle Ages and in Early Modern times. We should thus look elsewhere, in other genres, for writings that contain and pass on military knowledge. Epics, romances, educational and military treatises, and memoirs in fact contain elements of a theory of special operations, even though these genres differ from our conception of rationality inherited from the Enlightenment.