Wolfgang Ratke (Ratichius) and his educational writings
Wolfgang Ratke (Ratichius, 1571-1635) presents something of a paradox in educational history. Born in Holstein, he first came into prominence through the Memorandum he presented at the election of the Holy Roman Emperor in Frankfurt in 1612. The Memorandum contained a brief proposal for reforming schools and bringing about unity of government, language and religion throughout the empire. Apart from these few facts, there is almost nothing concerning Ratke on which historians agree. For some, Ratke was a reformer of central importance - the first in history to dedicate himself exclusively to the cause of education (hence his self-given title 'Didacticusâ For others, he was a man who developed fruitful ideas, but failed to demonstrate that they could be implemented in practice, - a man sincere but incapable. For still others, he was not only incapable but not even sincere - a cheapjack, a charlatan. This thesis takes up the paradox of Ratke's treatment in educational history, and tries to discover how it arose. Starting with a sketch of Ratke's life, it examines Ratiteâs attempts to implement his reforms in Augsburg, KÓ§then and Magdeburg, and the reasons for his failure. It also examines Ratke's contribution
Walmsley, John Brian
Educational history
Wolfgang Ratke (Ratichius) and his educational writings. Wolfgang Ratke (Ratichius, 1571-1635) presents something of a paradox in educational history. Born in Holstein, he first came into prominence through the Memorandum he presented at the election of the Holy Roman Emperor in Frankfurt in 1612. The Memorandum contained a brief proposal for reforming schools and bringing about unity of government, language and religion throughout the empire. Apart from these few facts, there is almost nothing concerning Ratke on which historians agree. For some, Ratke was a reformer of central importance - the first in history to dedicate himself exclusively to the cause of education (hence his self-given title 'Didacticusâ For others, he was a man who developed fruitful ideas, but failed to demonstrate that they could be implemented in practice, - a man sincere but incapable. For still others, he was not only incapable but not even sincere - a cheapjack, a charlatan. This thesis takes up the paradox of Ratke's treatment in educational history, and tries to discover how it arose. Starting with a sketch of Ratke's life, it examines Ratiteâs attempts to implement his reforms in Augsburg, KÓ§then and Magdeburg, and the reasons for his failure. It also examines Ratke's contribution
educational writing present something paradox educational history born first come prominence present election holy roman_emperor frankfurt contain brief proposal reform school bring unity government language religion throughout empire apart facts almost nothing concern historian agree reformer central_importance first history dedicate exclusively cause education hence self given title others man develop fruitful idea fail could implement practice man sincere incapable still others incapable even sincere take paradox treatment educational history try discover arose starting sketch life examine attempt_implement reform reason failure also_examine