This series explores competing understandings of the early modern period (broadly defined) through the lens of global educational thought. It aims to resurface the key works and milestones of early modern educational theory as well as educational traditions and models that together shape our “modern” vision of the world, resulting in a novel library of commented editions, English translations, and broad surveys of educational thought and practices in Europe and beyond.
By offering a holistic historical perspective, the series will be a helpful resource for making sense of competing philosophical, institutional, and pedagogical systems, and for the task of designing and leading them today.
Anne Régent-Susini (Université Sorbonne-Nouvelle)
Christoph Sander (Technische Universität Berlin)
Laura Madella (University of Parma)
Giovanni Patriarca (Universität Bayreuth)
David Salomoni (University of Lisbon)
Constance Blackwell † (University of London)
Paul Richard Blum (Loyola University Maryland)
Philippe Desan (University of Chicago)
Mordechai Feingold (California Institute of Technology)
Paul Grendler (University of Toronto, emeritus)
Maarten J.F.M. Hoenen (University of Basel, University of Freiburg/Brsg.)
Maryanne Horowitz (Occidental College)
Howard Hotson (Oxford University)
Richard Kagan (Johns Hopkins University, emeritus)
Sachiko Kusukawa (Cambridge University)
Francesco Mattei (University of Rome III)
John W. O’Malley (Georgetown University, emeritus)
Vladimir Urbánek (Czech Academy of Sciences)
Scholars and students in the fields of early modern history, history of education, cultural history, intellectual history, philosophy, literature studies, and psychology.