By Robert Cowen, Andreas M. Kazamias
A enormous undertaking like this instruction manual implies that you incur accounts, and never simply on your authors and your writer. As editors we, besides our colleague Elaine Unterhalter who edited the part on postcolonialism, wish to thank such a lot warmly these authors who added on time, and who didn't fuss yet simply acquired on and did a ? r- cost task. we'd additionally wish to thank all authors who did convey – which was once nearly each person we requested. we all know that a few of our authors labored in very dif? cult deepest conditions as they have been ? nishing their chapters and we are hoping the booklet of the Volumes will, later, be for them a contented reminder of dif? culties and failures conquer. the single unhappy subject is that a few very shut colleagues, with whom we have been wo- ing and for whom we had the best recognize and liking, turned very ailing (and died) whereas the volumes have been being ready. We made up our minds to invite for copyright permissions to put up whatever of theirs. those permissions have been graciously given via significant journals and with the contract additionally of our publishers Springer, Rolland Paulston and Terry McLaughlin have examples in their writing during this Handbook.
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An immense undertaking like this instruction manual implies that you incur accounts, and never in basic terms for your authors and your writer. As editors we, in addition to our colleague Elaine Unterhalter who edited the part on postcolonialism, wish to thank so much warmly these authors who introduced on time, and who didn't fuss yet simply obtained on and did a ?
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The Suvern ‘Law of 1819’ could be interpreted as being part of the politico-social side of the already mentioned European ‘modernity project’. As Brewer has written, ‘it was among the last in the series of political and social reforms that were designed to modernize and strengthen the State after the disasters of 1805–1806 had left Prussia dismembered and prostate at the feet of the French Imperial Army’ (Brewer, 1971:44). The Enlightenment liberal reformer Cousin, like his contemporary Prussian reformers, considered the establishment of a national system of public primary schools as being a basic desideratum necessary for the development of a modern French nation state.
213). Cousin’s observations and reports about foreign education were not limited to primary education in Prussia. He extended his observations to secondary education in Prussia and Holland, and at the same time he made comparisons between the French and the Prussian secondary schools. In one report, a ‘memoir on secondary instruction in the kingdom of Prussia’ (1837), he referred to the curriculum of the Prussian Gymnasien where there was an ‘alliance of scientific with literary studies’. And although, in the report on Prussian primary education, as shown above, Cousin emphasised his zeal for ‘classical’ and ‘philological’ studies, in the 1837 Memoir on secondary education, he advised that in the collège there could be a ‘redistribution and an extension of time’ so that ‘the ancient humanities and the modern languages, mathematics, and natural sciences would be studied’ (Brewer, 1971:91–92).
22 Kaloyannaki and Kazamias Jullien’s internationalism in education and more broadly in ‘culture’, ‘knowledge’ and ‘civilisation’ was reflected in other activities and theoretical treatises. ’ Apropos of Jullien’s contacts with eminent international figures, Fraser quotes Thomas Jefferson, the American president, who in a letter in 1810, acknowledging receipt of Jullien’s General Essay on Education, praises Jullien for his ‘devotion to international education’ (Fraser, 1964:12–13). The Revue Encyclopédique, of which he was founder and editor, published articles, reports, short notices, book reviews and letters on civilisation/culture (letters, literature and the arts) and the sciences in America, Asia, Africa and Europe.