This 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 socialorigin, is indissolubly linked to instruction in general, and especially to a more thorough understanding of the classical languages, arts, history and mathematics.

This 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 socialorigin, is indissolubly linked to instruction in general, and especially to a more thorough understanding of the classical languages, arts, history and mathematics.