Title

Source de lumières & de vertus”: Rethinking éducation, instruction, and the political pedagogy of the French Revolution.

SelectedWorks Author Profiles:

Adrian O’Connor

Document Type

Article

Publication Date

2014

Date Issued

January 2014

Date Available

December 2014

ISSN

0315-7997

Abstract

This article examines the political pedagogy of the French Revolution and, with that, the revolutionaries' engagement with issues of political community and communication. It proposes that while the distinction between éducation and instruction, or between the development of moral and civic character, on the one hand, and the cultivation of particular skills, on the other, was prominent in eighteenth-century pedagogy and has been influential in our understanding of the Revolution, that same distinction has obscured essential elements of the revolutionaries' pedagogical and political agendas. Attention to the proposals and practices of revolutionary pedagogy, including the revolutionary festivals, reveals that what the revolutionaries called “public instruction” was a dynamic synthesis of civic and technical training, a synthesis that was intended not to foster unquestioning obedience or the obliteration of differences among citizens, but to promote civic communication in ways that would make a participatory politics possible.

Comments

Abstract only. Full-text article is available only through licensed access provided by the publisher. Published in Historical Reflections, 40(3), 20-43. DOI: 10.3167/hrrh.2014.400302 Members of the USF System may access the full-text of the article through the authenticated link provided.

Language

en_US

Publisher

Berghahn Books Inc.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.