Advanced

Bildning och reformationen

Andrén, Carl Gustaf LU (2017) In Svensk Teologisk Kvartalskrift 93(1-2). p.19-31
Abstract

The term Bildung did not exist in the Reformation era. Rather, one spoke of "the Learned World." Coming up in the Renaissance, the Reformation was influenced by humanism and its prominent figures Johann Reuchlin and Erasmus of Rotterdam and their interest in the classical heritage with Latin as the scholarly lingua franca. Both Luther and Melanchthon attached themselves directly to that tradition and Luther also included the music, both vocally and instrumentally. Schools and universities became important tools for implementing education and higher learning. The Reformers inherited the classical scholarly ideals from the Platonic Academy, the learned schools, the Arabic/ Muslim tradition of science, and the new universities from the... (More)

The term Bildung did not exist in the Reformation era. Rather, one spoke of "the Learned World." Coming up in the Renaissance, the Reformation was influenced by humanism and its prominent figures Johann Reuchlin and Erasmus of Rotterdam and their interest in the classical heritage with Latin as the scholarly lingua franca. Both Luther and Melanchthon attached themselves directly to that tradition and Luther also included the music, both vocally and instrumentally. Schools and universities became important tools for implementing education and higher learning. The Reformers inherited the classical scholarly ideals from the Platonic Academy, the learned schools, the Arabic/ Muslim tradition of science, and the new universities from the twelfth century onward. Even if the sons of Gustav I received solid scholarly training, education was not a prominent feature of the Swedish Reformation. Schools had a decreasing number of pupils and teaching at Uppsala University was discontinued around 1530 and was not taken up again until 1595 after a num ber of unsuccessful attempts. In Denmark, however, the Reformation was tied to educational progress. The Reformation was not innovative with regard to the idea of what learning and education implied. It was built on the scholarly ideals of the Renaissance with its demands of extensive and broad knowledge within different fields, openness for change and progress, and willingness to discuss and respect other people's views and opinions.

(Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Svensk Teologisk Kvartalskrift
volume
93
issue
1-2
pages
13 pages
publisher
Gleerups Utbildning AB
external identifiers
  • scopus:85047305586
ISSN
0039-6761
language
Swedish
LU publication?
yes
id
0e690c75-5168-4e7c-aaf0-4dd4f34e7c99
date added to LUP
2018-06-04 11:31:58
date last changed
2020-04-07 04:53:09
@article{0e690c75-5168-4e7c-aaf0-4dd4f34e7c99,
  abstract     = {<p>The term Bildung did not exist in the Reformation era. Rather, one spoke of "the Learned World." Coming up in the Renaissance, the Reformation was influenced by humanism and its prominent figures Johann Reuchlin and Erasmus of Rotterdam and their interest in the classical heritage with Latin as the scholarly lingua franca. Both Luther and Melanchthon attached themselves directly to that tradition and Luther also included the music, both vocally and instrumentally. Schools and universities became important tools for implementing education and higher learning. The Reformers inherited the classical scholarly ideals from the Platonic Academy, the learned schools, the Arabic/ Muslim tradition of science, and the new universities from the twelfth century onward. Even if the sons of Gustav I received solid scholarly training, education was not a prominent feature of the Swedish Reformation. Schools had a decreasing number of pupils and teaching at Uppsala University was discontinued around 1530 and was not taken up again until 1595 after a num ber of unsuccessful attempts. In Denmark, however, the Reformation was tied to educational progress. The Reformation was not innovative with regard to the idea of what learning and education implied. It was built on the scholarly ideals of the Renaissance with its demands of extensive and broad knowledge within different fields, openness for change and progress, and willingness to discuss and respect other people's views and opinions.</p>},
  author       = {Andrén, Carl Gustaf},
  issn         = {0039-6761},
  language     = {swe},
  month        = {01},
  number       = {1-2},
  pages        = {19--31},
  publisher    = {Gleerups Utbildning AB},
  series       = {Svensk Teologisk Kvartalskrift},
  title        = {Bildning och reformationen},
  volume       = {93},
  year         = {2017},
}