Richard Whatmore (born January 19, 1968) is a professor of modern history at the University of St Andrews. [1] His research topics includes intellectual history. [2]
He is the editor-in-chief of History of European Ideas . [3]
His books include:
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The Age of Enlightenment was the intellectual and philosophical movement that occurred in Europe in the 17th and the 18th centuries. The Enlightenment featured a range of social ideas centered on the value of knowledge learned by way of rationalism and of empiricism and political ideals such as natural law, liberty, and progress, toleration and fraternity, constitutional government and the formal separation of church and state.
Intellectual history is the study of the history of human thought and of intellectuals, people who conceptualize, discuss, write about, and concern themselves with ideas. The investigative premise of intellectual history is that ideas do not develop in isolation from the thinkers who conceptualize and apply those ideas; thus the intellectual historian studies ideas in two contexts: (i) as abstract propositions for critical application; and (ii) in concrete terms of culture, life, and history.
The Scottish Enlightenment was the period in 18th- and early-19th-century Scotland characterised by an outpouring of intellectual and scientific accomplishments. By the eighteenth century, Scotland had a network of parish schools in the Scottish Lowlands and five universities. The Enlightenment culture was based on close readings of new books, and intense discussions which took place daily at such intellectual gathering places in Edinburgh as The Select Society and, later, The Poker Club, as well as within Scotland's ancient universities.
Adam Ferguson,, also known as Ferguson of Raith, was a Scottish philosopher and historian of the Scottish Enlightenment.
There are fifteen universities in Scotland and three other institutions of higher education that have the authority to award academic degrees.
Peter Hume Brown, FBA was a Scottish historian and professor who played an important part in establishing Scottish history as a significant academic discipline. In addition to teaching and writing, he spent 16 years as editor of the Register of the Privy Council of Scotland, and served as Historiographer Royal.
The Davidian Revolution is a name given by many scholars to the changes which took place in the Kingdom of Scotland during the reign of David I (1124–1153). These included his foundation of burghs, implementation of the ideals of Gregorian Reform, foundation of monasteries, Normanisation of the Scottish government, and the introduction of feudalism through immigrant Norman and Anglo-Norman knights.
Richard Ludlow English is a Northern Irish historian and political scientist from Northern Ireland. He was born in Belfast.
Ronald Grigor Suny is an American-Armenian historian and political scientist. Suny is the William H. Sewell Jr. Distinguished University Professor of History Emeritus at the University of Michigan and served as director of the Eisenberg Institute for Historical Studies, 2009 to 2012 and was the Charles Tilly Collegiate Professor of Social and Political History at the University of Michigan from 2005 to 2015, William H. Sewell Jr. Distinguished University Professor of History (2015–2022), and is Emeritus Professor of political science and history at the University of Chicago.
The history of education in Scotland in its modern sense of organised and institutional learning, began in the Middle Ages, when Church choir schools and grammar schools began educating boys. By the end of the 15th century schools were also being organised for girls and universities were founded at St Andrews, Glasgow and Aberdeen. Education was encouraged by the Education Act 1496, which made it compulsory for the sons of barons and freeholders of substance to attend the grammar schools, which in turn helped increase literacy among the upper classes.
The Renaissance in Scotland was a cultural, intellectual and artistic movement in Scotland, from the late fifteenth century to the beginning of the seventeenth century. It is associated with the pan-European Renaissance that is usually regarded as beginning in Italy in the late fourteenth century and reaching northern Europe as a Northern Renaissance in the fifteenth century. It involved an attempt to revive the principles of the classical era, including humanism, a spirit of scholarly enquiry, scepticism, and concepts of balance and proportion. Since the twentieth century, the uniqueness and unity of the Renaissance has been challenged by historians, but significant changes in Scotland can be seen to have taken place in education, intellectual life, literature, art, architecture, music, science and politics.
Romanticism in Scotland was an artistic, literary and intellectual movement that developed between the late eighteenth and the early nineteenth centuries. It was part of the wider European Romantic movement, which was partly a reaction against the Age of Enlightenment, emphasising individual, national and emotional responses, moving beyond Renaissance and Classicist models, particularly into nostalgia for the Middle Ages. The concept of a separate national Scottish Romanticism was first articulated by the critics Ian Duncan and Murray Pittock in the Scottish Romanticism in World Literatures Conference held at UC Berkeley in 2006 and in the latter's Scottish and Irish Romanticism (2008), which argued for a national Romanticism based on the concepts of a distinct national public sphere and differentiated inflection of literary genres; the use of Scots language; the creation of a heroic national history through an Ossianic or Scottian 'taxonomy of glory' and the performance of a distinct national self in diaspora.
Education in early modern Scotland includes all forms of education within the modern borders of Scotland, between the end of the Middle Ages in the late fifteenth century and the beginnings of the Enlightenment in the mid-eighteenth century. By the sixteenth century such formal educational institutions as grammar schools, petty schools and sewing schools for girls were established in Scotland, while children of the nobility often studied under private tutors. Scotland had three universities, but the curriculum was limited and Scottish scholars had to go abroad to gain second degrees. These contacts were one of the most important ways in which the new ideas of Humanism were brought into Scottish intellectual life. Humanist concern with education and Latin culminated in the Education Act 1496.
Education in Medieval Scotland includes all forms of education within the modern borders of Scotland, between the departure of the Romans from Britain in the fifth century, until the establishment of the Renaissance late fifteenth century and early sixteenth century. Few sources on Scottish education survived the Medieval era. In the early Middle Ages, Scotland was an oral society, with verbal rather than literary education. Though there are indications of a Gaelic education system similar to that of Ireland, few details are known. The establishment of Christianity from the sixth century brought Latin to Scotland as a scholarly and written language. Monasteries served as major repositories of knowledge and education, often running schools.
The history of universities in Scotland includes the development of all universities and university colleges in Scotland, between their foundation between the fifteenth century and the present day. Until the fifteenth century, those Scots who wished to attend university had to travel to England, or to the Continent. This situation was transformed by the founding of St John's College, St Andrews in 1418 by Henry Wardlaw, bishop of St. Andrews. St Salvator's College was added to St. Andrews in 1450. The other great bishoprics followed, with the University of Glasgow being founded in 1451 and King's College, Aberdeen in 1495. Initially, these institutions were designed for the training of clerics, but they would increasingly be used by laymen. International contacts helped integrate Scotland into a wider European scholarly world and would be one of the most important ways in which the new ideas of humanism were brought into Scottish intellectual life in the sixteenth century.
Scottish education in the eighteenth century concerns all forms of education, including schools, universities and informal instruction, in Scotland in the eighteenth century.
Richard Bourke is a UK-based Irish academic specialising in the history of political ideas. His work spans ancient and modern thought, and is associated with the application of the historical method to political theory. He is Professor of the History of Political Thought at the University of Cambridge, and a Fellow of King's College, Cambridge. He was formerly Professor of the History of Political Thought and Co-Director of the Centre for the Study of the History of Political Thought at Queen Mary, University of London. In July 2018 Bourke was elected a Fellow of the British Academy (FBA).
History of European Ideas is a peer-reviewed academic journal covering the intellectual history of Europe from the Renaissance onwards. It was established in 1980 and is published by Routledge. The editor-in-chief is Richard Whatmore.
Jill Diana Harries is Professor Emerita in Ancient History at the University of St Andrews. She is known for her work on late antiquity, particularly aspects of Roman legal culture and society.
The Bowood circle was a loose, international group of intellectual figures and writers of the later 18th century drawn together around Lord Shelburne, Prime Minister of Great Britain in the 1780s, and named after his residence Bowood House. They had in common an interest in political reform. They met informally at Bowood House, or in London, and have been compared to a think tank.
