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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This article explores the meaning and function of the Education Bills, which had been presented to the National Assembly from 1791 to 1795, such as Talleyrand’s bill, Condorcet’s bill, Lanthenas’s bill, Lakanal’s bill, Romme’s bill, the decree of frimaire, the legislation of brumaire(an III) and the decree of brumaire(an IV). The following three conclusions are drawn from this research.
First, the evolution of Education bills is similar to the course of the Revolution. The Revolution did not stop radicalizing. The terror and the revolutionary government were the height of this radicalization (Romm’s bill). The Revolution became conservative and reactionary after the coup d’Etat of thermidor(the decree of brumaire). Secondly, the fact that Lakanal’s bill and the decree of frimaire don’t correspond to the general trend can be explained taking into consideration not only the conflict and compromise between clans but also the personal relations between deputies. Thirdly, the ecclesiastics, who had monopolized the education more than a thousand years and did not want to renounce their monopoly, interfered with the organization of public instruction, frustrating its attempt to renovate education.
This article ends with the conclusion that the education bills did fail. But, thanks to the seeds sown by these bills, true public instruction was organized about 100 years later.
First, the evolution of Education bills is similar to the course of the Revolution. The Revolution did not stop radicalizing. The terror and the revolutionary government were the height of this radicalization (Romm’s bill). The Revolution became conservative and reactionary after the coup d’Etat of thermidor(the decree of brumaire). Secondly, the fact that Lakanal’s bill and the decree of frimaire don’t correspond to the general trend can be explained taking into consideration not only the conflict and compromise between clans but also the personal relations between deputies. Thirdly, the ecclesiastics, who had monopolized the education more than a thousand years and did not want to renounce their monopoly, interfered with the organization of public instruction, frustrating its attempt to renovate education.
This article ends with the conclusion that the education bills did fail. But, thanks to the seeds sown by these bills, true public instruction was organized about 100 years later.
목차
Ⅰ. 머리말
Ⅱ. 교육안 분석
Ⅲ. 맺는말
Resume
Summary
참고문헌 (25)
참고문헌 신청
1. [단행본] - Alain Rey / 1993 / Dictionnaire historique de la langue française / Dictionnaires Le Robert : 1800 ~ 1801
2. [단행본] - François Furet / 1988 / Dictionnaire critique de la Révolution française / Flammarion : 848 ~ 849
3. [단행본] - Jean Tulard / 1998 / Histoire et dictionnaire de la Révolution française 1789-1799 / Robert Laffont : 677 ~
4. [단행본] - Jean-Baptiste Duvergier / 1824 / Collection complète des lois, décrets, ordonnances, règlements, et avis du Conseil-d’Etat, t. 1 / Chez A. Guyot et Scribe : 466 ~
5. [인터넷자원] - / / http://books.google.fr/books?id=KVfNrWAABvMC&pg=PA120&dq=Talleyrand+%C3%A9ducati on+femmes+Constitution++refuse+OR+d%C3%A9nie+OR+garantit &lr=&as_drrb_is=q&as_minm_is=0&as_miny_is=&as_maxm_is=0&as_maxy_is=&as_brr=0#v=onepage&q&f=false
2. [단행본] - François Furet / 1988 / Dictionnaire critique de la Révolution française / Flammarion : 848 ~ 849
3. [단행본] - Jean Tulard / 1998 / Histoire et dictionnaire de la Révolution française 1789-1799 / Robert Laffont : 677 ~
4. [단행본] - Jean-Baptiste Duvergier / 1824 / Collection complète des lois, décrets, ordonnances, règlements, et avis du Conseil-d’Etat, t. 1 / Chez A. Guyot et Scribe : 466 ~
5. [인터넷자원] - / / http://books.google.fr/books?id=KVfNrWAABvMC&pg=PA120&dq=Talleyrand+%C3%A9ducati on+femmes+Constitution++refuse+OR+d%C3%A9nie+OR+garantit &lr=&as_drrb_is=q&as_minm_is=0&as_miny_is=&as_maxm_is=0&as_maxy_is=&as_brr=0#v=onepage&q&f=false
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UCI(KEPA) : I410-ECN-0101-2014-920-002429430