Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Bass, S. Jonathan, From Every Stormy Wind That Blows: The Idea of Howard College and the Origins of Samford University. 352 pp. 2024:2 (Louisiana State U. Pr., US) <716-1833>
ISBN 978-0-8071-8177-5 hard ¥11,055.- (税込) US$ 50.00 *

Founded in 1841 in Marion, Alabama, Howard College provided a Christian liberal arts education for young men living along the old southwestern frontier. The founders named the school after eighteenth-century British reformer John Howard, whose words and deeds inspired the type of enlightened moral agent and virtuous Christian citizen the institution hoped to produce.In From Every Stormy Wind That Blows, S. Jonathan Bass provides a comprehensive history of Howard College, which in 1965 changed its name to Samford University. According to Bass, the "idea" of Howard College emanated from its founders' firm commitment to orthodox Protestantism, the tenets of Scottish philosophy, the British Enlightenment's emphasis on virtue, and the moral reforms of the age. From the Old South, through the Civil War and Reconstruction, to the New South, Howard College adapted to new conditions while continuing to teach the necessary ingredients to transform young southern men into useful and enlightened Christian citizens.Throughout its history, Howard College faced challenges both within and without. As with other institutions in the South, slavery played a central role in its founding, with most of the college's principal benefactors, organizers, and board of trustees earning financial gains from enslaved labor. The Civil War swept away the college's large endowment and growing student enrollment, and the school never regained a solid financial footing during the subsequent decades-barely surviving bankruptcy and public auction.In 1887, with the continued decline of southern agriculture, Howard College moved to a new campus on the outskirts of Birmingham, where its president, Rev. Benjamin Franklin Riley, a well-known New South economic booster, fought to restore the college's financial health. Despite his best efforts, Howard struggled economically until local bankers offered enough assistance to allow the institution to enter the twentieth century with a measure of financial stability.The challenges and changes wrought by the years transformed Howard College irrevocably. While the original "idea" of the school endured through its classical curriculum, by the 1920s the school had all but lost its connections to John Howard and its founding principles. From Every Stormy Wind That Blows is a fascinating look into this storied institution's history and Samford University's origins.

第三帝国における大学
Gruettner, Michael, Talar und Hakenkreuz: Die Universitaeten im Dritten Reich. 592 S. 2024:2 (Beck, GW) <716-1835>
ISBN 978-3-406-81342-9 hard ¥10,357.- (税込) EUR 44.00 *

DIE UNIVERSITAeTEN IM DRITTEN REICH - DIE ERSTE GESAMTDARSTELLUNG Lange Zeit haben sich die deutschen Universitaeten vor allem als Opfer der national-sozialistischen Herrschaft gesehen. Erst allmaehlich und widerstrebend setzte sich die Einsicht durch, dass das nicht die ganze Geschichte ist. Seitdem sind zahlreiche Untersuchungen zu einzelnen Universitaeten, Disziplinen, Wissenschaftlern erschienen. Michael Gruettner legt mit diesem Buch auf der Grundlage jahrelanger Quellenforschung erstmals eine Gesamtdarstellung zu den Universitaeten im Dritten Reich vor. Die 23 Universitaeten, die am Ende der Weimarer Republik in Deutschland existierten, waren seit 1933 massiven ?Saeuberungen“ ausgesetzt, die sich vor allem gegen Studierende und Wissenschaftler juedischer Herkunft richteten. Dieser ?Machtergreifung“ von oben entsprach eine ?Machtergreifung“ von unten: Viele Professoren traten in die Partei ein, manche versuchten wie Carl Schmitt und Martin Heidegger, sich als Vordenker des NS-Regimes in Stellung zu bringen. Michael Gruettner schildert eindringlich die erstaunlich geraeuschlose Machtuebernahme, beschreibt die nationalsozialistische Hochschulpolitik, die sich ganz unterschiedlich auf die verschiedenen Faecher auswirkte, und erklaert, warum die Wissenschaften im Dienst des Nationalsozialismus nicht nur unfreier wurden, sondern mitunter sogar groessere Handlungsspielraeume besassen als je zuvor, etwa bei medizinischen Menschenversuchen. Ein Epilog zur Nachgeschichte rundet diese souveraene, laengst ueberfaellige Gesamtgeschichte ab. Prominente Faelle: Martin Heidegger, Carl Schmitt, die versucht haben sich als Vordenker zu positionieren 30 Jahre Forschung zu diesem Thema untersuchte Universitaeten: Berlin Bonn Breslau Erlangen Frankfurt am Main Freiburg Giessen Goettingen Graz Greifswald Halle Hamburg Heidelberg Innsbruck Jena Kiel Koeln Koenigsberg Leipzig Marburg Muenchen Muenster Rostock Tuebingen Wien Wuerzburg

Hall, M. Ann / Kidd, Bruce / Vertinsky, Patricia, Educating the Body: A History of Physical Education in Canada. 326 pp. 2024:3 (U. Toronto Pr., CN) <716-1836>
ISBN 978-1-4875-0856-2 hard ¥21,004.- (税込) US$ 95.00 *
ISBN 978-1-4875-2594-1 paper ¥7,738.- (税込) US$ 35.00 *

Educating the Body presents a history of physical education in Canada, shedding light on its major advocates, innovators, and institutions. The book traces the major developments in physical education from the early nineteenth century to the present day - both within and beyond schools - and concludes with a vision for the future. It examines the realities of Canada's classed, gendered, and racialized society and reveals the rich history of Indigenous teachings and practices that were marginalized and erased by the residential school system. Today, with the worrying decline in physical activity levels across the population, Educating the Body is indispensable to understanding our policy options moving ahead.

Jacobmeyer, Wolfgang (Hrsg.), Hungerleider werden Bildungsbuerger: Preussische Gymnasiallehrer 1820-1914: Profile einer Profession. (Geschichtsdidaktik diskursiv - Public History und Historisches Denken 11) 368 S. 2023:11 (P. Lang, SZ) <716-1837>
ISBN 978-3-631-90911-9 hard ¥19,562.- (税込) SFR 78.00

Die Neuordnung des preussischen Gymnasiums im 19. Jahrhundert stellte eine unvergleichliche Reform dar. Durch seine Einheitsschule fuer hoehere Bildung, sorgfaeltige staatliche Ueberwachung und bestaendige Bildungsprinzipien erlangte es anerkannten Erfolg. Von entscheidender Bedeutung waren die Lehrkraefte: Sie stammten oft aus nicht-akademischen Verhaeltnissen, doch ihre wissenschaftliche Kompetenz und hingebungsvolle Berufsverpflichtung waren unumstritten. Diese Studie analysiert die Perspektiven, Qualifikationen und soziale Herkunft der Lehrer sowie ihre Integration in das Gymnasiumssystem. Zusaetzlich wird die Interpretation zeitgenoessischer Veraenderungen und die politischen Visionen der Lehrkraefte beleuchtet. Als Hauptquelle dienen die wertvollen und oft uebersehenen Jahresberichte der Gymnasien (?Schulprogramme“).

McCoy, Meredith, On Our Own Terms: Indigenous Histories of School Funding and Policy. (Indigenous Education) 250 pp. 2024:6 (U. Nebraska Pr., US) <716-1838>
ISBN 978-1-4962-3249-6 hard ¥13,266.- (税込) US$ 60.00 *

On Our Own Terms contextualizes recent federal education legislation against the backdrop of two hundred years of education funding and policy to explore two critical themes: the racial and settler colonial dynamics that have shaped Indian education and an equally long and persistent tradition of Indigenous peoples engaging schools, funding, and policy on their own terms. Focusing primarily on the years 1819 to 2018, Meredith L. McCoy provides an interdisciplinary, methodologically expansive look into the ways federal Indian education policy has all too often been a tool for structural violence against Native peoples. Of particular note is a historical budget analysis that lays bare inconsistencies in federal support for Indian education and the ways funds become a tool for redefining educational priorities. McCoy shows some of the diverse strategies families, educators, and other community members have used to creatively navigate schooling on their own terms. These stories of strategic engagement with schools, funding, and policy embody what Gerald Vizenor has termed survivance, an insistence of Indigenous presence, trickster humor, and ironic engagement with settler structures. By gathering these stories together into an archive of survivance stories in education, McCoy invites readers to consider ongoing patterns of Indigenous resistance and the possibilities for bending federal systems toward community well-being.

Salomoni, David (ed.), A Global Earth in the Classroom: New Voices in the History of Early Modern Education. (History of Early Modern Educational Thought 5) 186 pp. 2024:4 (Brill, NE) <716-1840>
ISBN 978-90-04-68022-7 hard ¥23,304.- (税込) EUR 99.00

This volume offers a scholarly examination of educational history, highlighting the pivotal role of educational practices from the late medieval era to the early modern period. It provides a dynamic forum for emerging academics in the field, revealing fresh, multifaceted perspectives on the educational methods of this era. The work illuminates the sophisticated educational systems that shaped Renaissance Milan's merchants and the education of cantors in royal courts and cathedrals. Spanning from Brazil to India, it traces the extensive reach of Jesuit influence and reveals how their teachings fostered an early consciousness of a globally interconnected world in European education. Contributors include Bradley Blankemeyer, Laura Madella, Jessica Ottelli, Federico Piseri, David Salomoni, and Carolina Vaz de Carvalho.

Taira, Derek, Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941. (Studies in Pacific Worlds) 236 pp. 2024:6 (U. Nebraska Pr., US) <716-1841>
ISBN 978-1-4962-3616-6 hard ¥14,371.- (税込) US$ 65.00 *

During Hawai'i's territorial period (1900-1959), Native Hawaiians resisted assimilation by refusing to replace Native culture, identity, and history with those of the United States. By actively participating in U.S. public schools, Hawaiians resisted the suppression of their language and culture, subjection to a foreign curriculum, and denial of their cultural heritage and history, which was critical for Hawai'i's political evolution within the manifest destiny of the United States. In Forward without Fear Derek Taira reveals that many Native Hawaiians in the first forty years of the territorial period neither subscribed nor succumbed to public schools' aggressive efforts to assimilate and Americanize them but instead engaged with American education to envision and support an alternate future, one in which they could exclude themselves from settler society to maintain their cultural distinctiveness and protect their Indigenous identity. Taira thus places great emphasis on how they would have understood their actions-as flexible and productive steps for securing their cultural sovereignty and safeguarding their future as Native Hawaiians-and reshapes historical understanding of this era as one solely focused on settler colonial domination, oppression, and elimination to a more balanced and optimistic narrative that identifies and highlights Indigenous endurance, resistance, and hopefulness.

Rosnes, Ellen Vea / Giudi, Pierre / Martineau, Jean-Luc (eds.), History through Narratives of Education in Africa: Social Histories in Times of Colonization and Post Independence (1920s - 1970s). (Africa-Europe Group for Interdisciplinary Studies 33) 400 pp. 2024:3 (Brill, NE) <716-1445>
ISBN 978-90-04-69016-5 paper ¥15,536.- (税込) EUR 66.00

Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a dynamic and rich contribution to the field. The authors have searched for narratives of education 'from below' through oral interviews, autobiographies, films and undiscovered archival sources. Throughout the book, educational settings are approached as social spaces where both contact and separtation between colonisers and colonised are constructed through social interaction, negotiations, and struggles. Contributors include Antonia Barreto, Lars Folke Berge, Clara Carvalho, Charlotte Courreye, Pierre-Eric Fageol, Frederic Garan, Esther Ginestet, Pedro Goulart, Pierre Guidi, Lydia Hadj-Ahmed, Kalpana Hiralal, Mamaye Idriss, Mihary Jaofeno, Rehana Thembeka Odendaal, Roland Rakotovao, Maria da Luz Ramos, Ellen Vea Rosnes, Caterina Scalvedi, Eva Van de Velde, Pieter Verstraete.

Biocic, Ana / Felbar, Iva Mrsic (eds.), Science and Catholicism in the Universities of South-East Europe: 1800 to 1920. (South-East European History 7) 230 pp. 2023:9 (P. Lang, SZ) <716-115>
ISBN 978-1-63667-152-9 hard ¥25,832.- (税込) SFR 103.00

This edited collection sheds new light on the complex dialogue between religion and science which played out at universities in South-East Europe during the 19th and early 20th centuries. This discourse took place against a backdrop of great political, cultural, linguistic, and religious diversity, as well as the long-term transition from Habsburg rule to new nation states. The book’s contributors?an international team of scholars with a wide range of expertise?delve into a range of key questions, including the influence of political regimes on faculties of theology and implications for university autonomy, the role of theology as a science in defining the status of these faculties, and the development of science in the face of religious divisions. The book will appeal to readers interested in religious and intellectual history, the history of science, and the relationship between faith and science, as well as all those interested in South-East Europe either side of the First World War. "The collection holds significant value for graduate and postgraduate students, especially when studying the relationship between faith and science, the approach to theology as a science, and critical examination of specific dogmatic and ecumenical matters. The contributors to this volume provide insightful analyses on these topics, making it an indispensable resource for scholars seeking to enrich their understanding of these complex areas of inquiry." ?Ante Mateljan, Professor of Systematic Theology, University of Split, Croatia