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This new volume of letters to Pestalozzi covers the period between 1814 andJuly 1817. It thus encompasses the fall of Napoleon, the Congress of Vienna, and the great European economic crisis of 1816-17. This crisis adversely affected Pestalozzi's Institute, already suffering from a reduction in enrollment because of public feuding among its employees. The letters also deal with the activities surrounding the solicitation for subscriptions to the complete edition of Pestalozzi's writings. The astounding success of this publication - over 1,800 subscriptions were obtained following the announcem

Education. --- Napoleonic Era. --- Napoleonische Zeit. --- Pedagogy. --- Pestalozzi, Johann Heinrich. --- Pädagogik. --- EDUCATION / History. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education --- Pestalozzi, Johann Heinrich, --- Pestalozzi, Johann --- Pestalozzi, J.H. --- Pestalozzi, Jan Henryk

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Most scholars know that the great universities were the institutional setting of Scholastic philosophical and theological activity in the later Middle Ages. Fewer realize, however, that perhaps far more Scholastic learning in the liberal arts and theology took place in the studia, or study-houses of the religious orders, which out-numbered the universities and were more widely distributed across Europe. Indeed, most members of the mendicant orders received most or all of their learning in the liberal arts and theology in the studia of their order, and the most famous members of the orders (e.g., Albert the Great, Thomas Aquinas and John Duns Scotus) spent more time teaching in the studia than they did serving as Regent Masters in the university proper. As a consequence, the greater part of later medieval Scholastic literature was produced in the institutional context of the studia of the religious orders. Moreover, there were other significant institutional studia for Scholastic learning and discourse in the later Middle Ages besides the universities and the study-houses, namely the Papal Court-notably the Sacred Palace at Avignon-and several royal courts, for example, the courts of Robert the Wise in Naples and of the Emperor Lewis IV in Munich. It is not surprising, therefore, that many of the greatest Scholastic masters at different times taught in, or were associated with, all of these venues. This volume, which originated at the XVth annual Colloquium of the Societe Internationale pour l'Etude de la Philosophie Medievale held at the University of Notre Dame (USA) in October 2008, contains essays concerning the study and teaching of philosophy and theology in the studia of the Dominicans, Franciscans, Augustinian Hermits, Carmelites, Benedictines and Cistercians, as well as the intellectual activity at the Papal Court in Rome and Avignon and at various royal courts (London, Naples, Munich).

Christian religious orders --- Christian theology --- Philosophy --- anno 500-1499 --- Monasticism and religious orders --- Scholasticism --- Theology --- Education, Medieval --- Philosophy and religion --- Education --- History --- Study and teaching --- Congresses --- Monachisme et ordres religieux --- Scolastique --- Théologie --- Education médiévale --- Philosophie et religion --- Histoire --- Etude et enseignement --- Theology, Christian --- Christianity --- Religion --- Theology, Scholastic --- Philosophy, Medieval --- Christianity and philosophy --- Religion and philosophy --- Monachism --- Monastic orders --- Monasticism and religious orders for men --- Monasticism and religious orders of men --- Orders, Monastic --- Orders, Religious --- Religious orders --- Brotherhoods --- Christian communities --- Brothers (Religious) --- Friars --- Monks --- Superiors, Religious --- Theology and literature --- Courts and courtiers --- Intellectual life --- Middle Ages, 500-1500 --- Middle Ages, 600-1500 --- To 1500 --- Education [Medieval ] --- Learning and scholarship --- Medieval, 500-1500 --- Philosophy [Medieval ] --- Papal courts --- Europe --- Monasticism and religious orders - Education - History - Congresses --- Monasticism and religious orders - History - Middle Ages, 600-1500 - Congresses --- Scholasticism - Congresses --- Theology - Study and teaching - History - To 1500 - Congresses --- Education, Medieval - Congresses --- Philosophy and religion - History - Middle Ages, 600-1500 - Congresses

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"This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state. Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century. At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics"--

EDUCATION / Higher --- EDUCATION / History --- HISTORY / United States / 20th Century --- Education, Higher --- Federal aid to higher education --- Higher education and state --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- History. --- Economic aspects --- Social aspects --- Political aspects --- Aims and objectives --- Education --- 1920s. --- 1930s. --- 1940s. --- 1944 G.I. Bill. --- 1950s. --- 1958 National Defense Education Act. --- 1960s. --- 1965 Higher Education Act. --- 1970s. --- American higher education. --- American state. --- Army Information and Education Division. --- Cold War. --- G.I. Bill. --- Great Depression. --- Higher Education Act 1965. --- New Deal state. --- New Deal. --- U.S. Army. --- World War I. --- World War II. --- anticommunism. --- bureaucratic state. --- citizen-soldiers. --- democratic citizenship. --- diversity. --- economic security. --- educated citizenship. --- emotional health. --- federal government. --- financial concerns. --- hierarchical organizations. --- higher education. --- identity. --- ideological differences. --- land grants. --- land-grant colleges. --- land-grant universities. --- marginalized groups. --- national leaders. --- national security. --- parastate. --- personal adjustment. --- political apathy. --- political history. --- privatization. --- psychology. --- public opinion polls. --- public opinion. --- rights revolution. --- social history. --- soldier education. --- student well-being. --- student-citizens. --- twentieth century.