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M.A. Gesche Schifferdecker | 26.09.2014 | 607 Aufrufe | Ankündigungen

Conference: "Ideal of Education among the European Nobilities (17th – Early 19th Century)"

Models, transfers, critics, and resistences | Livestream 3 p.m. - 4.30 p.m.

Chaired by Denis Sdvižkov (DHI Moskau), Mikhaïl Kiselev and Anastasia Krivoruchko (Ekaterinburg) will be talking in their lecture According to their learning and their merit’: education of nobles in the official policy and in the press in the Russian Empire in the 1760s (Russian) about the early 1760s in Russia and why these years take a special place in the history of identity development among Russian noble class. Precisely in that period representatives of the nobility express the need to define and legally formalize rights and duties of the nobility. Besides discussion on nobility issues begins in the emerging public sphere thanks to activity of writers and opinion journalists. A problem of organizing and improving education of the nobility was an integral part of the above phenomena. 

Maciey Serwanski (Poznań) will be discussing French aspects in the educational pattern of the Polish nobility in the 17th century (English). The pattern of education of the Polish noble youth changed in the 17th century as compared to the previous century. At an earlier time, the Polish-Lithuanian Commonwealth, a multinational multicultural and multidenominational state, shaped attitudes of widely understood tolerance both in ideological terms and in practice. Poland accepted a strong Renaissance influence, and numerous sons of the nobles studied abroad, mainly in Italy but also in Germany and France. The education system in the monarchy of the Jagiellonians came to reflect the tendencies and ideals of the contemporary European education.

Finally one of the organizers of the confernce "Ideal of Education among the European Nobilities (17th – Early 19th Century)", Vladislav Rjéoutski (Moscow) will be talking about The ideal of a noble’s education in Russia: pro and contra (RUS). In his paper he has specific examples to demonstrate what concrete practices caused the rejection of tutors and/or parents of pupils, how this resistance was expressed, and what criticism it may have caused among adherers of the orthodox education of nobles. In this dispute not only the concept of the “right” education of nobles may be better seen, but also those hotspots of the noble education, which were significant for a Russian aristocrat. 

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