Entre universel et local: le collège jésuite à l'époque moderne

• Autores: Dominique Julia
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 40, Nº. Extra 1-2, 2004 (Ejemplar dedicado a: Secondary education : institutional, cultural and social history), págs. 15-31
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • The Jesuit college was first merely contemplated as an educational place for future Jesuits to remedy the failures of academic courses, but soon became an asset to the universal mission to help people �outside� the Society acquire both letters and the behaviour of a true Christian, inseparably. Hence, colleges were seen as an implement for the Catholic reconquest after the split of the Reformations. Their huge growth in number in the second half of the sixteenth century made it necessary to elaborate a common standard in order to ensure the unity of the teaching inside the Society. The Jesuit model is peculiar in that the general rules were built up out of local experiences: far from being rigid, the Constitutions of the Society prompted schools to adapt to local circumstances by taking into account local events, places and people. The high educational standards demanded of Society members, the founding of the Collegio Romano (both a prototype and a model for future Jesuit schooling) in 1551, the publishing of the last version of the Ratio Studiorum (the result of collective work in which all provinces had a share) in 1599, were the means of maintaining uniformity in the Jesuit modus agendi. But this uniformity did not last forever. The rise of modern states, independent and antagonistic, that of vernacular languages and its necessary repercussions on teaching practices, the coming to an end of the Aristotelian way of explaining the world: all this has contributed to weakening the universalism of the Jesuit scheme. Moreover, the progressive �nationalization� of the Jesuit provinces, perceptible through the autonomous recruitment of their members and the expansion of their school networks, resulted in their becoming different from one another. The suppression of the Society by the Pope in 1773, which was first and foremost a political move, must also be interpreted as a condemnation of the universal cultural scheme embodied in the humanities.