The Culture of the Jesuit Teacher 1548–1773
The culture of the Jesuit teacher consisted of his daily pedagogical attitudes, habits, and practices. In 1560, General Laínez decreed that the schools were the most important ministry and that all Jesuit scholastics and priests must teach. All taught grammar and humanities classes in the lower scho...
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| Формат: | Электронный ресурс Статья |
| Язык: | Английский |
| Проверить наличие: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Опубликовано: |
Brill
2016
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| В: |
Journal of Jesuit studies
Год: 2016, Том: 3, Выпуск: 1, Страницы: 17-41 |
| Индексация IxTheo: | KAH Новое время KCA Монашество; религиозные ордена KDB Католическая церковь RF Катехитика |
| Другие ключевые слова: | B
Diego Laínez
schools
culture
competition
decurions
Jesuit civic humanism
elite students
poor students
Tommaso Termanini
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| Online-ссылка: |
Presumably Free Access Volltext (Verlag) |
| Итог: | The culture of the Jesuit teacher consisted of his daily pedagogical attitudes, habits, and practices. In 1560, General Laínez decreed that the schools were the most important ministry and that all Jesuit scholastics and priests must teach. All taught grammar and humanities classes in the lower school for three to five years, and some Jesuits spent most of their careers teaching in the upper school. Learning to manage a classroom of fifty to one hundred boys with the aid of student helpers called decurions was part of teacher culture. Jesuit teacher culture strongly emphasized competition. It rewarded good students and punished weak students. A major purpose of Jesuit teacher culture was to educate boys to be good future leaders of the state and the church. Jesuit teacher culture gave preference to well-born students. It also urged teachers to help lowborn and academically weak students. |
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| ISSN: | 2214-1332 |
| Второстепенные работы: | In: Journal of Jesuit studies
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| Persistent identifiers: | DOI: 10.1163/22141332-00301002 |