Classical Humanism and the Challenge of Modernity

Table of contents

1. Philologus
2. Title Page
3. Copyright Page
4. Dedication
5. Table of Contents
6. Preface
7. Abbreviations
8. Introduction
   1. Classical education and modern society
   2. The concept of ‘neohumanism’
   3. ‘Neohumanism’ versus classical humanism
   4. The paradigm of modernity
   5. Structure and method
9. Part I: The Persistence of Classical Humanism
   1. 19 th-century classical humanism: the case of Karl Gottfried Siebelis (1769 – 1843)
      1. Introduction
      2. Nine constitutive aspects of classical humanism
         1. 1. Refining human nature
         2. 2. Exemplary subject matter
         3. 3. The classics
         4. 4. Intellectual education
         5. 5. Aesthetic education
         6. 6. Moral education
         7. 7. Thoroughness
         8. 8. Anti-utilitarianism
         9. 9. Enthusiasm
      3. The variety of classical humanism
      4. Teaching practice
         1. Explaining the classics
         2. Imitating the classics
      5. The persistence of classical humanism
10. Part II: The Adaptability of Classical Humanism
    1. Introduction
    2. 1. The Challenge of Science
       1. Introduction
       2. Philology as science
          1. Classical humanism and scientific philology
          2. Classical education as schöne Wissenschaft
          3. The Kantian turn
          4. Classical philology as ‘pure science:’ Friedrich August Wolf
          5. Scientific philology as a humanistic discipline
          6. The continuity of Gymnasium education
       3. Pedagogy as science
          1. Introduction
          2. National education: Fichte and Jachmann
          3. The unitary school: Humboldt and Süvern
          4. Humanism as totalitarian pedagogy
          5. Mythos Humboldt
    3. 2. The Challenge of the Bürgerschule
       1. Introduction
       2. Classical education and the rise of the Bürgerschule 1770 – 1800
          1. Introduction
          2. The quest for Bürger education
          3. Material and formal education
          4. The common good
          5. Conclusion
       3. Latin education in Bürgerclassen
          1. Introduction
          2. Postponing Latin
          3. Sprachen and Sachen
          4. The quest for Latin textbooks
          5. The fight against grammar: Latin as a colloquial language
          6. Conclusion
       4. The Bürgerschule as humanistic institution 1800 – 1860
          1. Introduction
          2. The concept of the Realgymnasium: Ernst Gottfried Fischer
          3. Realism as a form of humanism
          4. The Bürgerschule as humanistic institution
          5. Formal education
          6. Ideal education
          7. Two types of humanness: Karl Scheibert
          8. The modern Humanitätsschule: Karl Mager
          9. Conclusion
    4. 3. The Challenge of Christianity
       1. Introduction
       2. Classical humanism and rationalism
          1. The quest for religious ethos
          2. Education and ethos
          3. ‘Neohumanism’ and Christianity
       3. Classical humanism and Christianity
          1. Introduction
          2. Classical antiquity as precursor of Christianity
          3. Historicisation and educational practice
          4. Curtailing classical education
          5. The debate on patristic literature
          6. Conclusion
11. Conclusion
12. Bibliography
    1. Primary sources
    2. Secondary sources
13. Index