Calvinistic Education between the Transmission of Faith and Confessional Identity
A Research Model
Bibliographic Data
| ID | 10324968 |
|---|---|
| Authors | Willem Frijhoff (corresponding author) |
| Year | 1999 |
| Volume | 35 |
| Issue | sup1 |
| Pages | 41-56 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Paedagogica Historica (JOURNAL) |
| Journal identifiers | ISSN: 0030-9230 • E-ISSN: 1477-674X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00309230.1999.11434931 |
| OpenAlex | W1928868693 |
| Language | EN |
| References cited | 7 |
Starting from the contention that education is a specific form of culture, this article develops an explanatory, cultural modelfor long-term evolutions in history of education. From the intellectual or religious point of view, such evolutions may appear incongruous insofar as they seem to involve transformations, and indeed interruptions, in the historical continuity of the basic religious inspiration of a given religion. Illustrated at three moments of the history of Calvinistic education, my processual model emphasises the historical interplay between group image, memory, collective acting, and appropriation. The interpretation of educational experience is always embedded in, and internalized by, a group narrative, which is rooted in a durable vision and updated by the community's memory. What at first sight might seem an educationalfailure, may well reveal itself as an educational success under the viewpoint of such a cultural analysis
Aesthetics · Appropriation · Collective identity · Collective memory · Confessional · Epistemology · Identity (music · Interpretation (philosophy · Narrative · Perspective (graphical · Political science · Politics · Sociology · Theology · Law · Philosophy · Reformation and Early Modern Christianity · Religious Education and Schools
| Citation velocity | historical |
|---|---|
| Highly cited | No |