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Die erste Schrift zur Vergleichenden Erziehungswissenschaft/The First Treatise in Comparative Education

Fridericus Augustus Hechtius: De re scholastica Anglica cum Germanica Comparata (1795–1798)- Lateinisches Original, deutsche und englische Übersetzung/Latin Original, German and English Translation

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Edited By Volker Lenhart

Für Komparatisten der Erziehung galt das 1817 publizierte Forschungsprogramm von Jullien bislang als der Beginn der Vergleichenden Erziehungswissenschaft. Aber die Abhandlung über den englisch-deutschen Bildungsvergleich von Hecht ist rund 20 Jahre älter und in einer sozialhistorischen Situation entstanden, als die alteuropäische Ordnung der Nationen und Staaten in die internationale Ordnung der Nationalstaaten überging. Das Buch bietet eine genaue Betrachtung des Textes von Friedrich August Hecht.
Comparatists of education usually assume that the research program published by Jullien in 1817 is the beginning of comparative education. But the text by Hecht comparing English and German school education is about 20 years older. It originates in a socio-historical situation when the old European order of nations and states is transformed into the new international order of nation states. The present volume offers a close look at the treatise by Friedrich August Hecht.
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English and German School Education Compared

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I

It would certainly be beneficial if we were able to discover which methods of youth education and governance were used by various nations in the past by drawing on reliable historical works. Ancient Greek and Roman authors offer admittedly only passing, fragmented, and garbled commentary on this matter. Seeing as they took it upon themselves to chronicle the history of war, which is a world away from the history of art and science, I will say very little about the large majority of texts available written by the ancient historians. Even those historians who did engage themselves with the content of studies seem to overlook the education of youth in its entirety, viewing it as a subject already well-known to their contemporaries.

During the centuries in which formal studies stumbled into decline – particularly the humanities, which were so highly regarded by the Greeks and Romans – authors of annals began dealing with other topics, frequently the wondrous and superstitious. This continued to be the case until the humanities and sciences were once again held in high esteem. Writings on the histories of monasteries and convents occasionally mention the schools established within them. However, what is pertinent for our consideration was either unknown or not covered by these authors. 

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