Relevant bibliographies by topics / Comenius, John Amos, 1592-1670

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Academic literature on the topic 'Comenius, John Amos, 1592-1670'

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Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Comenius, John Amos, 1592-1670"

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Krulj, Jelena, Slađana Vidosavljević, and Nataša Mladenović. "John Amos Comenius: The teacher of nations and the founder of didactic principles." Зборник радова Филозофског факултета у Приштини 50, no. 3 (2020): 101–21. http://dx.doi.org/10.5937/zrffp50-26235.

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The origin of didactics as a science discipline dates from as far back as the ancient slave states, so the very term didactics (didaskein) comes from the ancient Greek language, meaning to teach. This term later underwent certain changes and the term didactica (didactics) originated in Latin. Today, all scientific vocabulary comes from these two languages (Latin and Greek). The first, more precise definition of this concept was given by Wolfgang Ratke (1571-1635) and John Amos Comenius (1592-1670), who are also considered the founders of didactics. The aim of this paper is to emphasize the importance of didactic principles and the great importance and contribution of Comenius as their founder and the founder of didactics in general. We have to mention that Comenius dedicated his entire life and work to the search for the overall improvement of the teaching process and the education of people, and how successful he was can be seen in the fact that his didactic principles still stand the test of time. He is considered to be one of the greatest educational reformers.
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Subbiondo, Joseph L. "From Babel to Eden." Historiographia Linguistica 19, no. 2-3 (January 1, 1992): 261–73. http://dx.doi.org/10.1075/hl.19.2-3.03sub.

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Summary Starting in the 1950s, there has been renewed interest in the 17th-century English philosophical language movement and in Jan Amos Comenius (1592–1670), who visited England in 1641 and participated in that movement. In that most of the interest in Comenius has been centered on his role in the development of philosophical language, there has been a tendency to take his theory of universal language (‘panglottia’) out of the broader intellectual context of his work. In spite of his diverse range of inquiry, Comenius, for the most part, maintained a unifying theme for his work – educational reform. For Comenius, educational reform was the end and philosophical language was a means to that end. Thus, as the paper tries to demonstrate, the influence of Comenius on the English philosophical language movement in general, and on the work of its leading theorist and practitioner. John Wilkins (1614–1672) in particular, was that he established a means/end relationship for philosophical language and educational reform.
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Maksimović, Jelena, Jelena Osmanović, and Nikola Simonović. "Pansophism and pedagogy in the work of John Amos Comenius from the angle of pedagogy in Serbia." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VII (February 15, 2021): 153–73. http://dx.doi.org/10.5604/01.3001.0014.7100.

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The roots of today's education system stem from one of the most significant peda-gogists and thinkers, John Amos Comenius (1592-1670). His entire comprehensive and sys-tematic work represents a turning point, not only in the field of the development of pedagogy, as a science and its disciplines, but also in the field of the development of human thought in general. After a brief review of life and work of John Amos Comenius, the paper presents the basic concepts of pedagogical theory through the chapters they cover – his reforming and educational mission, contribution to the establishment and development of didactics and methodology of pedagogy, contribution to school, preschool and family pedagogy. Of particu-lar importance is the chapter that deals with pansophism as an ideological concept of univer-sal wisdom and pedagogy, because the central theme of the paper is focused on the relations-hip between pansophism and his overall pedagogical work. The aim of this paper is to theore-tically research the connection between these problems, as well as to understand their broa-der implications and current scientific achievements. The paper uses the method of theoreti-cal and historical analysis with the technique of content analysis of available and relevant historical and pedagogical sources and documents. The concluding remarks point to the im-portance of Comenius as a reformer important for the overall development of pedagogy as a science. His pansophism is permanently imprinted as a seal with a reflexive echo and reper-cussions on all later occurrences in the field of teaching and pedagogical educational activities. The ideas of John Amos Comenius that are practically tested and attested, carry a special strength and vitality even after three centuries, which makes him one of the true pedagogical classics.
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Wingerden, Marjoke Rietveld-van, Ina ter Avest, and Wim Westerman. "Interreligious Learning as a Precondition for Peace Education: Lessons From the Past: John Amos Comenius (1592–1670)." Religious Education 107, no. 1 (January 2012): 57–72. http://dx.doi.org/10.1080/00344087.2012.641456.

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Maksimović, Jelena, and Sanja Sretić. "Principle of evidence of John Amos Comenius as a basis for development of pedagogical research techniques and instruments." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VI (December 22, 2019): 243–56. http://dx.doi.org/10.5604/01.3001.0013.6255.

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The methodology of pedagogy belongs to the youngest group of pedagogical disci-plines. The first thoughts about the basic postulates of the methodology of pedagogy were rec-ognized long ago, even in the pedagogical paradigm of John Amos Comenius (1592-1670), who created support for the methodology of pedagogy as an integral component of pedagogical science. After the presentation of the basic concepts of the pedagogical theory of this Moravian thinker, the principle of evidence in his pedagogical theory is considered in this paper. A review was made of the influence Comenius left on his followers Jean-Jacques Rousseau (1712-1778) and Johann Heinrich Pestalozzi (1746-1827), especially from the point of view of further devel-opment of the principles of evidence in their education theories. In this paper, we have con-firmed our hypothesis about the compatibility of the principle of evidence with research tech-niques and instruments. Proactively action by Comenius represents a turning point not only in the field of pedagogy development as a science and its disciplines, but also in the field of human development in general. Regarding that, there is a need for a new pedagogical discipline, Comeniology, which will give a new perspective to this pedagogical doctrine and will foster a critical review in relation to his pedagogical theory. According with our research subject, we have presented some of our dilemmas and questions to which the Comeniology as a new scien-tific discipline could give an answer, and therefore a kind of scientific contribution. Based on the previous methodological achievements, Comeniology remains committed to discovering the origins of other research techniques and methods in the pedagogical postulates of Comenius, to determine the applicability of the Comenius pedagogical principles with regard to the changes and challenges facing the contemporary teaching process, to open the issue of pedagogical psy-chological competencies of teachers for the application of the golden rule of Comenius and its other principles, to continue engagement of Comenius in the qualitative educational function of a modern school, but also to consider the influence of other factors (family environment) that may influence the choice of teaching principles and methods.
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Čapková, Dagmar, and Willem Frijhoff. "JAN AMOS COMENIUS, 1592–1670 AN INTRODUCTION." Paedagogica Historica 28, no. 2 (January 1992): 175–83. http://dx.doi.org/10.1080/0030923920280201.

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Madl, Claire. "Le plus européen des Tchèques : Jan Amos Comenius (1592-1670)." La Revue de la BNU, no. 16 (November 1, 2017): 96–99. http://dx.doi.org/10.4000/rbnu.710.

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Šolcová, Kateřina. "Moral Virtues in J. A. Comenius’ Mundus Moralis." Ethics & Bioethics 7, no. 3-4 (December 1, 2017): 119–26. http://dx.doi.org/10.1515/ebce-2017-0011.

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Abstract The aim of the article is to reconstruct Jan Amos Comenius’ (1592–1670) conception of moral virtues as it is presented in his major work General Consultation on an Improvement of All Things Human (De rerum humanarum emendatione consultatio catholica), mainly in its part Pansophia – Mundus Moralis with respect to the role which prudence plays (prudentia) in relation to the other cardinal virtues – fortitude (fortitude), justice (justitia), and temperance (temperantia). Comenius’ conception of virtues is further compared with the traditional Aristotelian-Scholastic doctrine formulated prevailingly by Aquinas. In conclusion, it is shown that it is the position of prudence (prudentia), as an intellectual virtue that connects significantly Comenius with the Aristotle-Thomistic tradition in this perspective.
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Oniga, Renato. "The Emergence of the Syntactic Concept of Phrase in Comenius." Historiographia Linguistica 43, no. 3 (December 16, 2016): 285–99. http://dx.doi.org/10.1075/hl.43.3.02oni.

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Summary We owe the emergence of the linguistic idea of phrase to Jan Amos Comenius (1592–1670), in his Grammatica Latino-vernacula (Leszno 1649). He proposes to use the stylistic term ‘phrasis’ with a new linguistic meaning, in order to indicate a group of words arranged in a hierarchical structure, which is an intermediate syntactic unit between the word and the sentence. This idea allows us to back-date by a century the discovery of “groups of words”, which is usually ascribed to Gabriel Girard (1677–1774) in 1747.
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Alcoforado, Joaquim Luís Medeiros. "O PAPEL DA UNIVERSIDADE É ENSINAR A PENSAR BEM." Trabalho & Educação 29, no. 1 (May 18, 2020): 171–80. http://dx.doi.org/10.17648/2238-037x-trabedu-v29n1-20620.

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A entrevista aborda temas como a educação continuada, baseada na pedagogia das cinco escolas da vida, de Jan Amos Comenius (1592-1670); a missão da universidade ao longo do tempo; a inclusão das ciências da engenharia e matemática após a reforma de Leibniz (1646-1716), na universidade de Hannover; da autonomia como instituição; a formação holística num mundo em contínua mudança; os desafios da era digital; o aporte de Luc Ferry e de Paulo Freire; o papel da universidade em ensinar a pensar.
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Dissertations / Theses on the topic "Comenius, John Amos, 1592-1670"

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Nicolay, Deniz Alcione. "A moral da infância na Didática Magna." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/28872.

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A Dissertação trata dos valores morais que balizaram a noção de infância na Modernidade. Utiliza a Didática Magna do pastor morávio Jan Amós Comenius, escrita no século XVII, para interpretar o teor das forças (ativas ou reativas), que produziram o “bom ou o mau” da infância no processo de escolarização. Processo este, definido pela produção dos mecanismos comenianos de escolarização, ou seja, da gradação, da instrução simultânea e da ordem exata em tudo. Para isso, esta Dissertação incorpora os elementos da crítica genealógica nietzschiana sobre a moral cristã. Esses elementos são conhecidos como: ressentimento, má consciência e ideal ascético. Por meio deles, esta Dissertação segue a trajetória dos valores infantis, até chegar no seu niilismo supremo, na vontade de nada. Por isso, a infância é tratada como uma tipologia móvel, tanto na Didática Magna quanto na obra de Erasmo ou de Rousseau, uma vez que a intensidade de seus postulados morais sofreu e exerceu influências por toda a Pedagogia Moderna. Entretanto, ela procura refutar o ponto de vista histórico, a fim de ficcionar o passado, os valores, as imagens, que cristalizaram o sentimento moral em torno da noção de infância. Assim, ela também procura experimentar formas de expressão, de crítica, de conteúdo, para superar a concepção binária que produziu uma forma de ser e de pensar distante dos movimentos da vida. Ou seja, da alegria, do riso, da dança, da afirmação.
The Dissertation deals with moral values which mark out the conception os chidhood in Modernity. It uses the Didática Magna of moravian shepherd Jan Amós Comenius. It was written in the XVII century in order to interpret the drift of strength (active or reactive), wich produced the good or the bad part of childhood during the school process. This process is defined by the production of school comenian mechanisms, that is, of gradation, simultaneous instruction and precise order in everything. This Dissertation incorporates the elements of Nietzschean genealogical criticism about Cristian moral. Such elements are known as resentfulness, bad conscience and ascetic ideal. Throughout such elements, this Dissertation follows the childish value trajectory, until it reaches its supreme disbelief. For this reason, childhood is treated in both Didática Magna and Erasmo’s or Rousseau’s work as a movable form, since the intensity of its moral rules suffered and brought influences to Modern Pedagogy. However, it claims to refute the historical point of view so that the past, the values, the images, wich crystallized the moral feeling around the childhood, may be turned into fiction. Thus, it also endeavors to try ways of expression, criticism, and content in order to overcome the binary conception that has produced a way of being and thinking far away from life movements, that is, cheerfulness, laughter, dancing, affirmation.
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Albiero, Vitor Augusto Andrade. "Protestantismo e a Nova Ciência no Via Lucis, de Jan Amos Comenius." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19441.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Pontifícia Universidade Católica de São Paulo
On the contrary the pedagogical principles of Jan Amos Comenius, few studies have been made about his involvement with the purpose and usefulness of the new science. However, based on the Via Lucis, book that Comenius wrote between 1641 and 1642 when he was in England due to the invitation of Samuel Hartlib and that dedicated to the Royal Society of London in 1668, this study allows to evaluate the interrelation between some Protestant presuppositions and natural philosophy seventeenth century. So, wishing to collaborate with studies in History of Science, this research presents an analysis of the intercourse that pervade: the involvement of Comenius with the seventeenth-century England; the theological premises of the author that legitimizing his support and the Protestant participation in the development of new science; the method to capture, organize and disseminate the universal knowledge from the Comenius Pan-harmony. All seems to indicate that this book of Comenius, rarely studied, not only focuses his dream of Universal Reformation, but the aroused expectations among the promoters of the new science, when he was in London. Such expectations also seem to reveal that both, Protestantism as the new science, longed for universal knowledge from the Nature investigation, the educational development, the social rigging and advancement of useful science
Ao contrário dos princípios pedagógicos de Jan Amos Comenius, poucos estudos têm sido produzidos acerca do seu envolvimento com o propósito e a utilidade da nova ciência. No entanto, com base no Via Lucis, obra que Comenius escreveu quando esteve na Inglaterra a convite de Samuel Hartlib, entre 1641 e 1642, e que dedicou a Royal Society de Londres, em 1668, este estudo permite avaliar a inter-relação entre alguns pressupostos do protestantismo e a filosofia natural seiscentista. Assim, desejando colaborar com os estudos em História da Ciência, esta pesquisa apresenta uma análise das relações que perpassam: o envolvimento de Comenius com a Inglaterra do século XVII; os pressupostos teológicos do autor que legitimavam o seu apoio e a participação protestante no desenvolvimento da nova ciência; o método de captação, organização e difusão do conhecimento universal a partir da Pan-harmonia de Comenius. Tudo parece indicar que essa obra de Comenius, raramente estudada, não concentra apenas o seu sonho da Reforma Universal, mas as expectativas despertadas quando de sua estadia em Londres, junto aos promotores da, então, nova ciência. Tais expectativas, igualmente parecem revelar que tanto o protestantismo como a nova ciência anelavam pelo conhecimento universal a partir da investigação da Natureza, do desenvolvimento educacional, do aparelhamento social e do avanço de uma ciência útil
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Kulesza, Wojciech Andrzej. "A educação cientifica comeniana." [s.n.], 1991. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252745.

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Orientador: Pedro Laudinor Goergen
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Cussey, Alain. "Pedagogie de Comenius et système scolaire français contemporain." Lyon 2, 1990. http://www.theses.fr/1990LYO20057.

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L'oeuvre philosophique et pédagogique de Jan Amos Komensky (Comenius) 1592-1670 n'offre-t-elle pas une vision de l'homme et des sociétés, des valeurs morales, ainsi qu'un ensemble de propositions pédagogiques susceptibles de fournir des éléments de réflexion pertinentés à quelques-unes des interrogations de notre système scolaire, voire concourir à la résolution de certains de ses dysfonctionnements ? L'objet de cette recherche est de rendre compte - par l'analyse des effets internes, externes et systémiques, que le référentiel comenien serait en mesure de provoquer - en quoi et de quelle manière la pensée comenienne se révèle, pour l'école d'aujourd'hui, de circonstance et d'utilité
Can't one maintain that the philosophical and educational works of Jan Amos Komensky (Comenius) 1592-1670 propound a vision of man, societies, and moral tnets, as well as a body of pedagogical propositions likely to give food for thought relevant to some of the questions raised by our educational system ? Can't one assert as well that these works might even contribute to solving part of its malfunctioning ? The purpose of this research work is to explain - through the analysis of internal, external, and systemic effects - in what respects and in what way comenius' thought can prove useful and appropriate to the french educational system today
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Ungureanu, Ioana. "La réception de l'œuvre pédagogique de Comenius en France, XVIIe - XIXe siècles." Amiens, 2012. http://www.theses.fr/2012AMIE0016.

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L'œuvre pédagogique de Comenius a attiré l'attention du monde lettré français dès sa publication. L'analyse historique de réception de cette œuvre montre que, malgré sa diversité, en France, entre le XVIIe et le XIXe siècle, seule l'œuvre pédagogique y a été reçue et analysée. Cette réception connut son point culminant après 1870, dans un contexte historique particulier. Malgré la reconnaissance unanime de l'œuvre coménienne dans l'histoire de l'éducation, en France, la place qu'elle occupe dans la pratique pédagogique courante est minime. Cette réception a davantage conduit à la connaissance de Comenius comme personnage historique mythique qu'à la connaissance approfondie de son œuvre et ses idées pédagogiques. Une explication est que pendant les trois siècles de réception, l'œuvre pédagogique coménienne a trouvé sur sol français un environnement historique complexe et spécifique, plus opaque aux changement importés qu'aux changements autochtones
The pedagogique work of Comenius drew attention of the French scientific world from its publication. The historical analysis of thr reception of this work shows that, in spite of its diversity, in France, between the XVIIth century and the XIXth century, only the pedagogical work was accepted and analyzed. This reception knew its key moment after 1870, in a particular historical context. In spite of the unanimous recognition of Comenius' work in the history of education, in France, the place that he occupies in the common pedagogic pratice is minimal. This reception led more to the knowledge of Comenius as a mythical and historical figure than the the well knoweldge by its work and its pedagogical ideas. An explanation is the fact that during of the reception of Comenius' pedagogical work found on French soil a complex and specific historical environment less receptive for the imported changes than for the autochthonous one
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Bédard, Jean. "Faire humanité avec les pauvres : une révolution de l'idée de l'être guidée par Comenius, accompagnée par Maître Eckhart, Nicolas de Cues et Jan Patočka." Doctoral thesis, Université Laval, 2004. http://hdl.handle.net/20.500.11794/43324.

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Au XVIIe siècle, après avoir traversé l'inhumanité d'une des guerres les plus effroyables de l'Europe, un théologien tchèque, un philosophe, un éducateur surtout, proposa une Consultation universelle pour la réforme des affaires humaines. Jan Amos Komensky (nom latinisé: Comenius) ne voulait rien de moins qu'engendrer une prise de conscience susceptible d'entraîner les femmes et les hommes, les riches et les pauvres à faire humanité par l'exercice d'une intelligence collective des fins. Faire humanité, c'est rassembler les intelligences pour un examen en profondeur des affaires humaines afin d'engendrer le goût et la décision d'abandonner la cruauté vis-à-vis de soi et de prendre enfin le chemin du soin de soi. C'est une tentative pour passer de l'inhumanité des guerres et de l'exclusion à l'humanité d'un monde soucieux de paix et de justice. Une entreprise nécessairement éthique, éducative et politique. La mesure de notre humanité est sans doute inversement proportionnelle au nombre de misérables et de malheureux que nous produisons. La détresse sociale, celle qui est à nos portes comme celle que nous exportons, parce qu'elle est exclue de la discussion, est possiblement la parole manquante, celle qui pourrait nous changer. Nous le croyons. Pour comprendre, au-delà de sa manifeste naïveté, le sens et la valeur de l'entreprise de Comenius, il est nécessaire de préciser la conception de l'être, du temps, de la liberté, de l'éducation qui sont à sa base. On sort de ce travail avec une vision qui s'oppose radicalement à la "rationalité" prégnante à l'Occident. L'obstacle premier de la généreuse entreprise du Tchèque contemporain de Descartes réside peut-être précisément dans son antagonisme avec ce que nous appelons le "rationnel". En préliminaires à notre rencontre avec Comenius, nous tenterons de dégager le problème de la détresse sociale dans sa signification sociale et symbolique. Après quoi nous récapitulerons brièvement l'histoire philosophique de l'être et de l'esprit qui mène, à travers Maître Eckhart et Nicolas de Cues, à Comenius. Cela nous conduira à examiner la position des principaux contemporains de Comenius. En deuxième partie, nous commencerons notre lecture de Comenius par une brève biographie du philosophe éducateur. Nous analyserons sa première œuvre majeure Le Labyrinthe du monde et le paradis du cœur, une anti-utopie que nous croyons déterminante pour comprendre sa pédagogie, son éthique et sa vision politique. Nous définirons ensuite ce qu'il entend par nature, homme et connaissance. Nous pourrons alors aborder sa proposition d'éducation de tous à l'exercice de la liberté. Nous terminerons cette partie en cernant les principaux éléments de son éthique en rapport avec la réforme politique qu'il espérait. Dans la dernière partie, nous tenterons une synthèse des "révolutions" apportées par Eckhart, Nicolas de Cues et Comenius en ce qui a trait à l'être, au temps et à la liberté. Ces "révolutions" changent radicalement notre compréhension de ce qu'est la pauvreté, l'exclusion et la détresse sociale. Comenius a trouvé un fameux disciple contemporain en la personne de Jan Patočka. Nous suivrons donc ce philosophe à travers sa compréhension de l'art de travailler le social afin d'arriver à la politique. Cette nouvelle compréhension de la vie politique (intelligence collective des fins) place les plus pauvres au cœur d'une révolution sociale peut-être nécessaire à la venue de notre humanité. Nous terminerons en esquissant notre point de vue sur une éthique susceptible de transformer la détresse sociale en puissance d'humanisation.
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Audant, Lionel. "De la genèse de la pédagogie comme problème philosophique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/NQ36230.pdf.

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Books on the topic "Comenius, John Amos, 1592-1670"

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Förster, Christa. Johann Amos Comenius, 1592-1670: Bestandsverzeichnis, Auswahl. Berlin: Pädagogische Zentralbibliothek, 1991.

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Comenius: Une pédagogique à l'échelle de l'Europe. Berne: P. Lang, 1992.

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Der Anschauungsbegriff bei Comenius, Basedow und Hartwig: Im Blick auf die anschauungsbezogenen methodischen Anforderungen im heutigen Fach Kunst. Frankfurt am Main: P. Lang, 1992.

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Das Geschichtsverständnis des Johann Amos Comenius in Via Lucis als kreative Syntheseleistung: Vom Konflikt der Extremezur Kooperation der Kulturen. Frankfurt am Main: Peter bLang, 1996.

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Palouš, Radim. Comenius aus Patočkas Sicht: Jan-Patočka-Gedächtnisvorlesung des Collegium Europaeum Jenense am 16.4.1992. Jena: Collegium Europaeum Jenense, 1993.

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Guski, Alexandra. Metaphern der Pädagogik: Metaphorische Konzepte von Schule, schulischem Lernen in pädagogischen Texten von Comenius bis zur Gegenwart. Bern: Lang, 2007.

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Guski, Alexandra. Metaphern der Pädagogik: Metaphorische Konzepte von Schule, schulischem Lernen in pädagogischen Texten von Comenius bis zur Gegenwart. Bern: Lang, 2007.

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Metaphern der Pädagogik: Metaphorische Konzepte von Schule, schulischem Lernen in pädagogischen Texten von Comenius bis zur Gegenwart. Bern: Lang, 2007.

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Stalla, Bernhard Josef. Das Labyrinth der Welt: Einführung in die philosophische Weisheit und pädagogische Ordnung der Schrift "Das Labyrinth der Welt und das Paradies des Herzen" von Johann Amos Comenius (1592-1670). Regensburg: S. Roderer, 2004.

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Stalla, Bernhard J. Das Labyrinth der Welt: Einführung in die philosophische Weisheit und pädagogische Ordnung der Schrift "Das Labyrinth der Welt und das Paradies des Herzen" von Johann Amos Comenius (1592-1670). Regensburg: Roderer, S, 2004.

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Book chapters on the topic "Comenius, John Amos, 1592-1670"

1

Jergus, Kerstin. "Comenius, John Amos (1592–1670)." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_201-1.

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Jergus, Kerstin. "Comenius, John Amos (1592–1670)." In Encyclopedia of Educational Philosophy and Theory, 198–204. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_201.

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Raithel, Jürgen, Bernd Dollinger, and Georg Hörmann. "Johann Amos Comenius (1592–1670)." In Einführung Pädagogik, 94–99. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005. http://dx.doi.org/10.1007/978-3-322-93606-6_9.

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PEPRNIK, JAROSLAV. "JAN AMOS COMENIUS 1592–1670." In Fifty Major Thinkers on Education, 41–45. Routledge, 2002. http://dx.doi.org/10.4324/9780203467121-10.

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Berger, Susanna. "Apin’s Cabinet of Printed Curiosities." In The Art of Philosophy. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691172279.003.0001.

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Abstract:
This chapter explores the ways in which visual representations both succeeded and failed as instruments of knowledge. It opens with an account of a dissertation about methods of learning with mnemonic printed images that appeared in a revised edition in 1731 and was authored by Siegmund Jacob Apin (1693–1732). The first part of this treatise refers to key pedagogical visual representations of the sixteenth and seventeenth centuries, including the works of Jan Amos Comenius (1592–1670), Johannes Buno (1617–1697), Andreas Vesalius (1514–1564), and Leonard Fuchs (1501–1566). Among the philosophical prints discussed by Apin are the illustrated thesis prints of Meurisse, Chéron, and Gaultier. In the second part of the dissertation, Apin presents criticisms of mnemonic images. Apin's dissertation allows us to appreciate both the early modern interest in epistemological visual representations and some of the reasons for the demise of the philosophical plural image over the course of the 1700s.
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