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Academic literature on the topic 'Pansophism'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Pansophism"

1

Sitarska, Barbara. "Pansophism as John Amos Comenius' idea of lifelong learning." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VII (February 15, 2021): 231–76. http://dx.doi.org/10.5604/01.3001.0014.7102.

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Pansophia (omniscience) is John Amos Comenius' philosophical idea which, related to his idea of lifelong learning, can be described by the words To teach everybody... everything... about everything… with all the senses... with the use of natural methods... forever. These are the key thoughts of John Amos Comenius' two leading and closely interrelated ideas. According to the author, the idea of pansophism does not exist without the idea of lifelong learning, and the other way round: the idea of lifelong learning cannot exist without the idea of pansophism. In the article, the author attempts to present pansophism as the thinker’s idea of lifelong lear-ning, including the idea of self-cognition as a foundation of pansophic education, which lasts throughout everybody's life. Such education has two dimensions: institutional and symbolic with a philosophical overtone. The author mainly refers to the issues analyzed within her seven years' comeniological research, as well as to previous interpretations and reinterpreta-tions of available works by Comenius and about Comenius, aware of their deficiency.

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Sztobryn, Sławomir. "In search of Comenius’ pansophism in the research endevours of Polish scholars." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VII (February 15, 2021): 37–50. http://dx.doi.org/10.5604/01.3001.0014.7093.

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The article deals with the problems of Comenius’ pansophism in his interpretation and in the research of selected contemporary Polish scholars. One of the significant differ-ences between the author of the above dissertation and other contemporary researchers is the treatment of pansophism as a primary concept in relation to didactic solutions. The argu-ments cited in the dissertation justify the importance of pansophism as the basis of Comenius’ work. The characteristics of pansophism present in synthesis the richness of its meanings that are not commonly perceived in the source literature. Authors who pondered over this issue have noticed its historical evolution. However, pansophism is not a historical artifact, but carries numerous consequences that, at least in part, are close to contemporary trends in scientific research.

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Mnich, Roman. "Заметка o пансофии Яна Амоса Коменского." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VII (February 15, 2021): 89–98. http://dx.doi.org/10.5604/01.3001.0014.7097.

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Текст посвящён сопоставлению двух концепций в научной мысли Яна Амоса Коменского, символически выраженных в понятиях “Pansophism” and “Unum necessa-rium” (“the one necessary” / ”one is needed”). В первом случае речь идёт о всеобъемлющем знании мира и человека, а во втором – о знании только одного/единого необходимого предмета – веры, которую проповедует Иисус (Евангелие от Луки – 10, 42). Эти концепции можно соответственно соотносить с идеологией Ренессанса (Pansophism as “all-knowing”) и барокко (“the one necessary” / ”one is needed”, то есть знание только одного – Бога/Иисуса); они отразились и в русской литературе: например, в произведении Никола Страхова Мир как целое (1872) и в трактате Льва Толстого 1905 года, который называется так же, как и произведение Яна Амоса Коменского –The one necessary.

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Fijałkowski, Adam. "Pansofia Jana Amosa Komeńskiego w kontekście encyklopedyzmu XVI–XVII wieku." Siedleckie Zeszyty Komeniologiczne, seria PEDAGOGIKA VII (February 15, 2021): 65–73. http://dx.doi.org/10.5604/01.3001.0014.7095.

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Pansophia, czyli „najwyższa wiedza” lub encyklopedia całej wiedzy, w tym wiedzy z zakresu nauk przyrodniczych, zajmowała Komeńskiego od początku lat trzydzie-stych XVII wieku aż do śmierci w 1670 roku. Na pomysł i kształt pansophii złożyły się pomy-sły Piotra Ramusa na podręczniki, w tym zwłaszcza jego dychotomiczne schematy poprzedza-jące poszczególne części Consultatio catholica…, idea zebrania całej dostępnej wiedzy w ency-klopedii, którą zapożyczyć mógł także bezpośrednio od Jana Henryka Alsteda, pisma Jana Walentego Andreae i jego apologetów (różokrzyżowców), którzy pragnęli „powszechnego odrodzenia” i naprawy ludzkości przez „najwyższą wiedzę”, czyli właśnie pansophię, i powrót do stanu sprzed grzechu pierworodnego; idee pansophii jako „encyklopedii” zawierającej całość wiedzy odżyły i najwyraźniej inspirowały od lat trzydziestych XVII wieku przyjaciół Komeńskiego w Anglii – zwłaszcza Samuela Hartliba i ludzi z jego kręgu; pisma autorów „ru-chu dydaktycznego”, którzy usprawnić chcieli nauczanie, poszerzyć adres społeczny szkoły, w tym szkoły humanistycznej, między innymi przez nauczanie elementów wiedzy matema-tyczno-przyrodniczej. Jego pomysł na pansophię zalicza się do „utopijnego encyklopedyzmu”.

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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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Čížek, Jan. "From Pansophia to Panorthosia: The Evolution of Comenius’s Pansophic Conception." Erudition and the Republic of Letters 4, no. 2 (April 22, 2019): 199–227. http://dx.doi.org/10.1163/24055069-00402002.

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The aim of this paper is to present a systematic reconstruction of the development of the pansophic idea in the work of Jan Amos Comenius. The concept of pansophia, rooted already in the ancient philosophical thinking, became a very popular topic of sixteenth- and seventeenth-century discussions, and it is one of the central topics of Comenius’s philosophy. It is assumed that Comenius elaborated the formulation of the pansophic program—i.e., the program for creating a universal science incorporating the findings of both the profane and the divine—at the end of 1630s. This study therefore aims to analyse all relevant Comenius’s treatises and attempts to identify the individual development phases of Comenius’s pansophic idea until its transformation into the idea of the universal reform, panorthosia. The analysis of Comenius’s treatises is complemented with a reflection on Comenius’s correspondence, which facilitates the understanding of the author’s more private motives.

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Čížek, Jan. "Encyklopedismus J. H. Alsteda jako jedna z inspirací Komenského pansofismu?" Studia Neoaristotelica 15, no. 7 (2018): 263–95. http://dx.doi.org/10.5840/studneoar201815710.

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The paper aims to introduce the encyclopaedic project presented by the reformed philosopher and theologian Johann Heinrich Alsted (1588–1638) and study it as one of the possible sources of the pansophism of the Czech philosopher, theologian and educational reformer Jan Amos Comenius (1592–1670). For this reason, the author first briefly describes the genesis, development and structure of Alsted’s encyclopaedic work with a special focus on his mature and monumental Encyclopaedia septem tomis distincta (1630). The crucial part of the paper is devoted to comparing Alsted’s and Comenius’s conceptions of metaphysics, physics (or philosophy of nature) and other important fields of their shared interest. The author concludes that Comenius was undoubtedly influenced by Alsted in structural and terminological matters; furthermore, that both Alsted and Comenius inclined to base their philosophy of nature on so-called Mosaic physics and tended to understand metaphysics as a primary science not only in view of its dignity, but also with regard to its place in the system of sciences and in the curriculum.

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Di Biase, Giuliana. "Physica in John Locke's Adversaria and Classifications of the Branches of Knowledge." Locke Studies 16 (December 31, 2016): 69–165. http://dx.doi.org/10.5206/ls.2016.654.

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The framework of the various schemes of Physica in Locke’s classifications of knowledge (ca. 1670-1687) shows relevant traces of what may be defined, in a very broad sense, as an Aristotelian model: the internal divisions of this science are shaped into the classical ordering of the Stagirite’s physical works, as was common in seventeenth-century Aristotelian texts on natural philosophy. However, Locke’s schemes are also evidence of his uneasiness with that model, especially with reference to the first part—the one containing the fundamentals of physics, or physica generalis—and the last, concerning the objects of sense— one of the branches of physica specialis. This uneasiness was clearly due to Locke’s adherence to mechanism (in particular to Boyle’s mechanism) as well as to his empiricism. The last scheme of Physica (ca. 1687) shows Locke’s detachment from the Aristotelian model and his adhesion to Pansophism: the object of physica generalis, which in the earlier schemes was circumscribed to the material world, is re-conceptualised in broader terms which include spiritual beings. This later scheme is also evidence of a redefinition of Physica as a theoretical science, a point which was somewhat obscured in Locke’s previous schemes by the location of the discipline after the practical sciences. The various adversaria Locke wrote in 1677 help to illuminate his way of conceiving the object and scope of Physica; they show the relevance he attributed to the Baconian method of natural history, as well as the priority he assigned to useful knowledge with respect to speculative knowledge.

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Kožmín, Zdeněk. "Comenius' Philosophie der Pansophie." Russian Literature 39, no. 4 (May 1996): 457–65. http://dx.doi.org/10.1016/0304-3479(96)85074-5.

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Descartes, René. "Ke Komenského spisu Pansophiae prodromus." REFLEXE 2019, no. 57 (February 25, 2020): 107–9. http://dx.doi.org/10.14712/25337637.2020.5.

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Dissertations / Theses on the topic "Pansophism"

1

Macaulay, Michael James. "Pansophia and perfection : the nature of utopia in the early seventeenth century." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1657/.

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Scherbaum, Matthias. "Der Metaphysikbegriff des Johann Amos Comenius das Projekt der Pansophie im Spannungsbogen von "Realismus", Heilsgeschichte und Pan-Paideia." Oberhaid Utopica, 2006. http://d-nb.info/987049410/04.

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Scherbaum, Matthias. "Der Metaphysikbegriff des Johann Amos Comenius : das Projekt der Pansophie im Spannungsbogen von "Realismus", Heilsgeschichte und Pan-Paideia /." Oberhaid : Utopica, 2008. http://d-nb.info/987049410/04.

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Raffaelli, Matteo. "Macht, Weisheit, Liebe Campanella und Comenius als Vordenker einer friedvoll globalisierten Weltgemeinschaft." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2008. http://d-nb.info/995392617/04.

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Zídka, Karel. "Komenského pansofie v porovnání se současnými pedagogickými trendy." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-332174.

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In this work we tried to look into the life of John Amos Comenius. Simultaneously we dismantle his ideological basis, with respect to pansophia. We paused at Comenius perception of faith in God and the individual points Panorthosia. In main chapter, we compared the Comenius pedagogical bases with current educational trends. In conclusion we came to the findings that we specify differences between Comenius thinking and contemporary times. We have pointed out that in the general scale of the world is closer to the ideals of Comenius. As regards the actual pedagogical research, the current education seeks to upgrade its educational methods, but in some places groping through the influence of different opinions. The problem of the present time we have found the utilization of the contemporary world , together with a lack of time. The disadvantages include the still poorly organized curricula, while lack of respect for the teachers. By contrast, a clear positive of today we added the currently open views, efforts to link a multicultural pupil's confidence tendency to wake up in the truest sense.

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Dobrovodská, Helena. "Komparace filosofie Jana Amose Komenského a René Descarta." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-350175.

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Comparison of Philosophies of Jan Ámos Komenský and René Descartes The aim of this work is comparison of philosophies of Jan Ámos Komenský and René Descartes based on their essential works, i.e."Labyrint světa a ráj srdce" (The Labyrinth of the World and the Paradise of the Heart) and "Úvahy o první filozofii" (Meditations on First Philosophy), in which God's existence and the difference between the human soul and body are proved. The philosophy of both contemporaries originated in the 17th century on the background of the Thirty Years' War and the Counter-Reformation. The rationalism of René Descartes, which starts Cartesian thinking, seems to be substantially different from the philosophy of Komenský based on Neoplatonism and Christianity. In the thought of Descartes analysis, mathematical operationalism, is principal, whereas Komenský synthesizes and puts the whole together. The first chapter of the thesis deals with the lives, period and works of Komenský and Descartes. It is possible to find significant similarities in their life stories. The second chapter deals with the interpretation of "The Labyrint of the World and the Paradise of the Heart" and the interpretation of "Meditations of First Philosophy", in which God's existence and the difference between the human soul and body are proved....

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Bochenková, Petra. "Pojetí výchovy u J. A. Komenského." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306546.

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Pojetí výchovy u Jana Amose Komenského John Amos Comenius 's Approach to Education Petra Bochenková Jan Amos Comenius as a great thinker of the 17th century created a complete and comprehensive system that remained in his time misunderstood. After the Battle of White Mountain he was the greatest writer of emigration, philosopher, theologian, bishop of the Unity of Brethren. Last but not least, teacher and humanist. It should be appreciated Comenius theological importance of the creative effort, since the absolute top of the intellectual system is the existence of God. Throughout his working life has led to harmony and peace in the world, came up with the idea Pansophia. Pansophia trader a perfect connection and knowledge of all matters of life and the greatest possible realization of perfection. Opened the way to God. We can say that his ideas reached timelessness and especially in educational matters. Its comprehensive educational system can be applied in the field of education even today. His esteem gained mainly by its content overlaps with many, many areas of science and life. He sought to promote humanity and emphasized man as the pinnacle of God's creative efforts, which in his time represented something quite extraordinary. Preferred activity of theory and practice in all areas of life. The...

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Books on the topic "Pansophism"

1

Ella, George Melvyn. The practical divinity of universal learning: John Durie's educational pansophism. Bonn: Verlag für Kultur und Wissenschaft (Culture and Science Publ.) Dr. Thomas Schirrmacher, 2012.

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Jaeckle, Erwin. Geleit durch meine Pansophie. Lahnstein: Calatra Press, 1991.

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Jaeckle, Erwin. Geleit durch meine Pansophie. Lahnstein: Calatra Press Willem Enzinck, 1992.

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Schrader, Hans-Jürgen, and Katharine Weder, eds. Von der Pansophie zur Weltweisheit. Berlin, New York: DE GRUYTER, 2004. http://dx.doi.org/10.1515/9783110931174.

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Comenius' Pansophie: Die dreifache Offenbarung Gottes in Schrift, Natur und Vernunft ; unvollendete Habilitationsschrift. Zürich: TVZ, Theologischer Verlag Zürich, 2007.

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Boehme, Jacob. Aurora: (Morgen Rote im auffgang, 1612) and Grundlicher Bericht or a fundamental report (mysterium pansophicum, 1620). Edited by Weeks, Andrew, 1947- translator, editor. Leiden: Brill, 2013.

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A.A.O.R.R.A.C. Pansophisch-gnostisches Ritual III: Opus hermeticum. 3rd ed. Munchen: Arbeitsgemeinschaft f. Religions-u. Weltanschauungsfragen, 1985.

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Hans-Jürgen, Schrader, Weder Katharine, and Anderegg Johannes, eds. Von der Pansophie zur Weltweisheit: Goethes analogisch-philosophische Konzepte. Tübingen: M. Niemeyer, 2004.

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Waite, Arthur Edward. The Mutus Liber And Janitor Pansophus: An Alchemical Summary. Kessinger Publishing, LLC, 2006.

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10

Mysterium Pansophicum or a Fundamental Statement Concerning the Earthly and Heavenly Mystery. Holmes Pub Group, 1989.

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Book chapters on the topic "Pansophism"

1

Woldring, Henk E. S. "Comenius’ Syncritic Method of Pansophic Research between Utopia and Rationalism." In Gewalt sei ferne den Dingen!, 23–43. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-08261-1_2.

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Schadel, Erwin. "»Ternarius per omnia sparsus« – ein alles erfassender Schlüssel Comenianischer Pansophie?" In Gewalt sei ferne den Dingen!, 59–93. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-08261-1_4.

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"Pansophia:." In Utopian Thought in the Western World, 205–21. Harvard University Press, 2009. http://dx.doi.org/10.2307/j.ctv1rr6cx0.11.

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Hotson, Howard. "Divergence." In The Reformation of Common Learning, 265–302. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199553389.003.0008.

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Since the function and form of Comenian pansophia derived from the previous post-Ramist tradition, its sources and basic working methods naturally betrayed the same family resemblance. Far from proceeding on strictly empirical principles, Comenius adopted from Alsted the idea that pansophia must derive from the ‘three books of God’: sense, reason, and revelation (section 8.i). Like Alsted, Comenius also collected and processed this huge variety of material within a system of commonplaces; while Hartlib and Dury, for their part, proposed using Alsted’s Encyclopaedia as the structure of a collaborative information processing centre known as the Office of Address for Communications. However bookish these methods may seem, they were not as far removed from Bacon’s actual practice as is commonly supposed (section 8.ii). The fatal disjuncture underlying the universal reform programme was not between empiricism and commonplacing but between philosophical and pedagogical goals. The fundamental objective was to expound a reformed system of universal knowledge in the systematic manner in which it could be propagated universally. But the reformation of knowledge in the patient, incremental manner advocated by Bacon required resistance to premature systematization. The Baconian pansophists were therefore forced to choose between pursuing the best means of transmitting received knowledge and the best means of transforming it. Since there was no point in communicating knowledge which remained fundamentally flawed, the universal reform agenda collapsed amongst Hartlib’s successors into the more coherent and manageable task of reforming natural philosophy alone (section 8.iii).

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"The Royal Society and ‘Pansophia’." In The Royal Society: Concept and Creation, 236–66. Routledge, 2013. http://dx.doi.org/10.4324/9780203706268-18.

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"The Ramist Roots of Comenian Pansophia." In Ramus, Pedagogy and the Liberal Arts, 243–68. Routledge, 2016. http://dx.doi.org/10.4324/9781315603582-18.

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"THE MUTUS LIBER AND JANITOR PANSOPHUS." In The Secret Tradition in Alchemy, 422–32. Routledge, 2013. http://dx.doi.org/10.4324/9780203083093-30.

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Marešová, Iveta. "Die enzyklopädischen Anklänge der Pansophie bei Comenius." In Comenius-Jahrbuch, 121–32. Academia – ein Verlag in der Nomos Verlagsgesellschaft, 2020. http://dx.doi.org/10.5771/9783896659576-121.

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Woodward, Walter W. "The Republic of Alchemy and the Pansophic Moment." In Prospero's America, 43–74. University of North Carolina Press, 2010. http://dx.doi.org/10.5149/9780807895931_woodward.7.

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Boster, Tania. "From Pansophia to Public Humanities: Connecting Past and Present Through Community-Based Learning." In Teaching Social Justice Through Shakespeare, 215–24. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474455589.003.0021.

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This chapter describes a course that explores the public humanities by combining service learning with historical documentary analysis. Students pair with community partners working to address a range of pressing local, national, and global issues. Through analysis of public and historical records, they develop broad strategies for understanding and contextualizing “competing views of social justice, radicalism, patronage, network analyses, structure and agency, and the practical application of the liberal arts.” They then deploy similar strategies in analyzing digitally archived primary sources on seventeenth-century polymath Samuel Hartlib and his pan-European circle of scholars. Comparing the circle’s utopian ideals of pansophia—universal wisdom—with its more severe proposals for reform amidst the turbulent contexts of war and social change, students historicize these discrepancies and gain critical purchase on contemporary approaches to solving similar social problems.

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Reports on the topic "Pansophism"

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Danesh, Mohammad H. A Pansophic Approach for Reliability Testing of Complex Systems. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada337211.

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Danesh, Mohammad H. A Pansophic Approach for Reliability Growth for One-Shot Devices. Fort Belvoir, VA: Defense Technical Information Center, March 1996. http://dx.doi.org/10.21236/ada306560.

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