Although religious education is a crucial topic in present-day History of Religions, its study focuses on contemporary phenomena and is still undertheorised. The present volume proposes a comprehensive theoretical framework based on interdisciplinary case studies of religious education in pre-modern Europe.

Exploring the nexus of music and religious education involves fundamental questions regarding music itself, its nature, its interpretation, and its importance in relation to both education and the religious practices into which it is integrated. This cross-disciplinary volume of essays offers the first comprehensive set of studies to examine the role of music in educational and religious reform and the underlying notions of music in early modern Europe. It elucidates the context and manner in which music served as a means of religious teaching and learning during that time, thereby identifying the religio-cultural and intellectual foundations of early modern European musical phenomena and their significance for exploring the interplay of music and religious education today.

This book re-evaluates and extends understandings about how work was conceived and what it could entail for women in the premodern period in Europe from c. 1100 to c. 1800. It does this by building on the impressive growth in literature on women’s working experiences, and by adopting new interpretive approaches that expand received assumptions about what constituted 'work' for women. While attention to the diversity of women’s contributions to the economy has done much to make the breadth of women’s experiences of labour visible, this volume takes a more expansive conceptual approach to the notion of work and considers the social and cultural dimensions in which activities were construed and valued as work. This interdisciplinary collection thus advances concepts of work that encompass cultural activities in addition to more traditional economic understandings of work as employment or labour for production. The chapters reconceptualise and explore work for women by asking how the working lives of historical women were enacted and represented, and analyse the relationships that shaped women’s experiences of work across the European premodern period.

This edited collection examines different aspects of the experience and significance of childhood, youth and family relations in minority religious groups in north-west Europe in the late medieval, Reformation and post-Reformation era. It aims to take a comparative approach, including chapters on Protestant, Catholic and Jewish communities. The chapters are organised into themed sections, on 'Childhood, religious practice and minority status', 'Family and responses to persecution', and 'Religious division and the family: co-operation and conflict'. Contributors to the volume consider issues such as religious conversion, the impact of persecution on childhood and family life, emotion and affectivity, the role of childhood and memory, state intervention in children's religious upbringing, the impact of confessionally mixed marriages, persecution and co-existence. Some chapters focus on one confessional group, whilst others make comparisons between them.

The interplay between knowledge and religion forms a pivotal component of how early modern individuals and societies understood themselves and their surroundings. Knowledge of the self in pursuit of salvation, humanistic knowledge within a confessional education, as well as inherently subversive knowledge acquired about religion(s) offer instructive instances of this interplay. To these are added essays on medical knowledge in its religious and social contexts, the changing role of imagination in scientific thought, the philosophical and political problems of representation, and attempts to counter Enlightenment criteria of knowledge at the end of the period, serving here as multifaceted studies of the dynamics and shifts in sensitivity and stress in the interplay between knowledge and religion within evolving early modern contexts.

"A tour de force." - Vladimir Steffel, Ohio State University

In this study, Micol Long looks at Latin letters written in Western Europe between 1070 and 1180 to reconstruct how monks and nuns learned from each other in a continuous, informal and reciprocal way during their daily communal life.

This book investigates how work ethics in Europe were conceptualised from the Middle Ages to the nineteenth century. Through analysis of a range of discourses, it focuses on the roles played by intellectuals in formulating, communicating, and contesting ideas about work and its ethical value. The book moves away from the idea of a singular Weberian work ethic as fundamental to modern notions of work and instead emphasises how different languages of work were harnessed for a variety of social, intellectual, religious, economic, political, and ideological objectives. Rather than a singular work ethic that left a decisive mark on the development of Western culture and economy, the volume stresses plurality. The essays draw on approaches from intellectual, social, and cultural history. They explore how, why, and in what contexts labour became an important and openly promoted value; who promoted or opposed hard work and for what reasons; and whether there was an early modern break with ancient and medieval discourses on work. These historicized visions of work ethics help enrich our understanding of present-day changing attitudes to work.

Education in Late Antiquity explores how the Christian and pagan writers of the Graeco-Roman world between c. 300 and 550 CE rethought the role of intellectual and ethical formation. Analysing explicit and implicit theorization of education, it traces changing attitudes towards the aims and methods of teaching, learning, and formation. Influential scholarship has seen the postclassical education system as an immovable and uniform field. In response, this book argues that writers of the period offered substantive critiques of established formal education and tried to reorient ancient approaches to learning. By bringing together a wide range of discourses and genres, Education in Late Antiquity reveals that educational thought was implicated in the ideas and practices of wider society. Educational ideologies addressed central preoccupations of the time, including morality, religion, the relationship with others and the world, and concepts of gender and the self. The idea that education was a transformative process that gave shape to the entire being of a person, instead of imparting formal knowledge and skills, was key. The debate revolved around attaining happiness, the good life, and fulfilment, thus orienting education toward the development of the notion of humanity within the person. By exploring the discourse on education, this book recovers the changing horizons of Graeco-Roman thought on learning and formation from the fourth to the sixth centuries

An accessible new exploration of the vibrant world of early modern Europe through a focus on magic, science, and religion.