02865cam a22003013u 450000100060000000300070000600500170001300600020003000700050003200800410003704000110007804100170008905000070010610000470011324500470016026400510020730000470025833600260030533700260033133800360035750000310039350800690042452019230049353400660241665300130248265300250249585600430252077194UtSlPG20260610134804.0mcr n260607r20251907utu|||||o|||||||||||||| d aUtSlPG 7ade2iso639-1 4aLA1 aFunke, C. A.q(Clemens August),d1843-190910aGrundzüge der Geschichte der Pädagogik 1aSalt Lake City, UT :bProject Gutenberg,c2025 a1 online resource :bmultiple file formats atextbtxt2rdacontent acomputerbc2rdamedia aonline resourcebcr2rdacarrier aRelease date is 2025-11-08 aThe Online Distributed Proofreading Team at https://www.pgdp.net a"Grundzüge der Geschichte der Pädagogik" by C. A. Funke is a textbook on the history of education written in the early 20th century. The work surveys educational thought and institutions from antiquity through the medieval period and into modern developments, with strong emphasis on moral-religious aims and the organization of schools. It profiles key figures, doctrines, and school types while keeping a practical eye on teacher formation. The tone is concise, didactic, and oriented to the needs of trainee teachers and school officials. The opening of the work starts with editorial and preface notes explaining updates to match ministerial guidelines and a contents map spanning pre-Christian to contemporary schooling. It first diagnoses obstacles in pagan education, then contrasts Sparta’s state-forged discipline with Athens’ more balanced humanistic program, and profiles Pythagoras and Socrates as seminal shapers of method and moral purpose. Roman education is outlined from its family-centered roots to later decline, punctuated by maxims from Cicero, Seneca, Quintilian, and Juvenal. Judaism’s monotheism is presented as directing home and prophetic schooling toward obedience to God, leading into Christian education’s universal aim, the catechumenate, Alexandrian catechetical schools, and the formative guidance of Basil, Chrysostom, Jerome, and Augustine. Institutional chapters follow on parish, Benedictine, and cathedral schools; Charlemagne’s reforms and palace school; Rhabanus Maurus’s leadership at Fulda; the rise of cathedral, monastic, mendicant, urban, and rural schools (including Küsterschulen) and the Brothers of the Common Life. The section closes with brief treatments of medieval pedagogical writers—Vincencius of Beauvais, Gerson, and Mapheus Vegius—and begins Vittorino da Feltre before the excerpt breaks off. (This is an automatically generated summary.) pOriginally published:cPaderborn: Ferdinand Schöningh, 1907 aTeaching aEducation -- History40uhttps://www.gutenberg.org/ebooks/77194