000			03381nam a22005175i 4500
001			978-3-030-52418-0
003			DE-He213
005			20210226081540.0
007			cr nn 008mamaa
008			200720s2020 gw | s |||| 0|eng d
020			_a9783030524180
024	7		_a10.1007/978-3-030-52418-0 _2doi
040			_cМУБИС
050		4	_aLC321-951
072		7	_aJNLR _2bicssc
072		7	_aREL026000 _2bisacsh
072		7	_aJNLR _2thema
082	0	4	_a200.71 _223
100	1		_aAndrone, Mihai. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aMartin Luther _h[electronic resource] : _bFather of the Reformation and Educational Reformer / _cby Mihai Androne.
250			_a1st ed. 2020.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2020.
300			_aXII, 106 p. 1 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aSpringerBriefs on Key Thinkers in Education, _x2211-937X
505	0		_aChapter 1. Introduction -- Chapter 2. The Five Solas -- Chapter 3. Work as Vocation. The Priesthood of all Believers -- Chapter 4. The Reform(ation) of the Church, School, and Person -- Chapter 5. Conclusions.
520			_aThis book explores specific aspects of Martin Luther’s ideas on education in general, and on religious education in particular, by comparing them to the views of other great sixteenth-century reformers: Huldrych Zwingli, John Calvin, and Philip Melanchthon. By doing so, the author highlights both the originality of the German reformer’s perspective, and the major impact of the main religious movement at the dawn of modernity on the development of public education in Western Europe. Although Martin Luther was a religious reformer par excellence, and not an educational theorist, a number of pedagogically significant ideas and ideals can be identified in his extensive theological work, which may also qualify him as an education reformer. The Protestant Reformation changed the world, bringing to the fore the relation between faith and education, and made the latter a public responsibility by proving that the spiritual enlightenment of youth, regardless of gender and social origin, is indissolubly linked to instruction in general, and especially to a more thorough understanding of the classical languages, arts, history and mathematics.
650		0	_aChurch and education.
650		0	_aReligion—History.
650		0	_aEducation—Philosophy.
650	1	4	_aReligion and Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O41000
650	2	4	_aHistory of Religion. _0https://scigraph.springernature.com/ontologies/product-market-codes/1A7000
650	2	4	_aEducational Philosophy. _0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783030524173
776	0	8	_iPrinted edition: _z9783030524197
830		0	_aSpringerBriefs on Key Thinkers in Education, _x2211-937X
856	4	0	_uhttps://doi.org/10.1007/978-3-030-52418-0
942			_2ddc _cEBOOK
999			_c102428 _d102428