This book analyses the processes of educational change in England and France by relating political, social, economic and ideological trends to the changing pattern of educational institutions from the time of the Industrial and French revolutions. The authors first assess the relevance of major sociological theories for the interpretation of the main trends in education in both countries in the first half of the nineteenth century. They then put forward an alternative approach, derived from Weber, which links educational change with social conflict. This theory of domination and assertion of groups competing for control over formal instruction before the emergence of the state system is applied to England and France in this period. The main part of the book is devoted to a more detailed analysis of the competing groups in both countries and of their ideologies which served as blueprints for educational reform.
For the ruling and propertied classes of the late eighteenth century, the years following the French Revolution were characterized by intense anxiety. Monarchs and their courtiers lived in constant fe
Far from granting liberty, equality and fraternity to all, France's revolution of 1789 in fact destroyed the bulk of church-run educational opportunities for girls and women. The revolution of 1848 we
This book explores the responses of the Roman Catholic Church to the French Revolution beginning in 1789, to the liberal revolution in 1830, and particularly the democratic revolution of 1848 in Franc
With the publication of volumes 21 and 22, Johns Hopkins University Press completes the Documentary History of the First Federal Congress, 1789–1791, a comprehensive edition that presents the officia
