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Scholars have historically associated John Wesley's educational
endeavours with the boarding school he established at Kingswood,
near Bristol, in 1746. However, his educational endeavours extended
well beyond that single institution, even to non-Methodist
educational programmes. This book sets out Wesley's thinking and
practice concerning child-rearing and education, particularly in
relation to gender and class, in its broader eighteenth-century
social and cultural context. Drawing on writings from Churchmen,
Dissenters, economists, philosophers and reformers as well as
educationalists, this study demonstrates that the political,
religious and ideological backdrop to Wesley's work was neither
static nor consistent. It also highlights Wesley's
eighteenth-century fellow Evangelicals including Lady Huntingdon,
John Fletcher, Hannah More and Robert Raikes to demonstrate whether
Wesley's thinking and practice around schooling was in any way
unique. This study sheds light on how Wesley's attitudes to
education were influencing and influenced by the society in which
he lived and worked. As such, it will be of great interest to
academics with an interest in Methodism, education and
eighteenth-century attitudes towards gender and class.
Scholars have historically associated John Wesley's educational
endeavours with the boarding school he established at Kingswood,
near Bristol, in 1746. However, his educational endeavours extended
well beyond that single institution, even to non-Methodist
educational programmes. This book sets out Wesley's thinking and
practice concerning child-rearing and education, particularly in
relation to gender and class, in its broader eighteenth-century
social and cultural context. Drawing on writings from Churchmen,
Dissenters, economists, philosophers and reformers as well as
educationalists, this study demonstrates that the political,
religious and ideological backdrop to Wesley's work was neither
static nor consistent. It also highlights Wesley's
eighteenth-century fellow Evangelicals including Lady Huntingdon,
John Fletcher, Hannah More and Robert Raikes to demonstrate whether
Wesley's thinking and practice around schooling was in any way
unique. This study sheds light on how Wesley's attitudes to
education were influencing and influenced by the society in which
he lived and worked. As such, it will be of great interest to
academics with an interest in Methodism, education and
eighteenth-century attitudes towards gender and class.
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