The pastor in print

This book addresses a perennial question of the English Reformation: to what extent, if any, the late medieval dissenters known as lollards influenced the Protestant Reformation in England. To answer this question, this book looks at the appropriation of the lollards by evangelicals such as William Tyndale, John Bale, and especially John Foxe, and through them by their seventeenth-century successors. Because Foxe included the lollards in his influential tome, Acts and Monuments (1563), he was the most important conduit for their individual stories, including that of John Wyclif (d. 1384), and lollard beliefs and ecclesiology. Foxe’s reorientation of the lollards from heretics and traitors to martyrs and model subjects portrayed them as Protestants’ spiritual forebears. Scholars have argued that to accomplish this, Foxe heavily edited radical lollard views on episcopacy, baptism, preaching, conventicles, tithes, and oaths, either omitting them from his book or moulding them into forms compatible with a magisterial Reformation. This book shows that Foxe in fact made no systematic attempt to downplay radical lollard beliefs, and that much non-mainstream material exists in the text. These views, legitimised by Foxe’s inclusion of them in his book, allowed for later dissenters to appropriate the lollards as historical validation of their theological and ecclesiological positions. The book traces the ensuing struggle for the lollard, and indeed the Foxean, legacy between conformists and nonconformists, arguing that the same lollards that Foxe used to bolster the English church in the sixteenth century would play a role in its fragmentation in the seventeenth.

A Progressive Education? argues that concepts of both childhood and adolescence were transformed in English and Welsh primary and secondary modern schools between 1918 and 1979, and that, by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. A ‘progressive’ or ‘child-centred’ education began to emerge theoretically in the United States and Western Europe from the late nineteenth century, claiming to rewrite curriculums to suit children and young people’s needs, wants and abilities. Existing work suggests that progressivism both rose and retreated in Britain in the 1960s and 1970s, when a right-wing backlash against permissive teaching and the deschooling movement led to the imposition of central state control over education. However, the child-centred pedagogies that became mainstream in English and Welsh schools after 1945 rested on a fundamentally different vision of childhood. Unlike utopian deschoolers, post-war child-centred educationalists assumed that the achievements of mass democracy and the welfare state must be carefully preserved. Children needed to be socialised by adult educators to ensure that they acquired the necessary physical, intellectual, social and emotional maturity to become full citizens. Teachers, far from enthusiastically advocating child-centred methods, perceived them as a profound challenge to their authority in the classroom, and implemented them partially and reluctantly. Child-centred education, in alliance with developmental psychology, thus promoted a much more restrictive and pessimistic image of childhood and youth as it came to dominate mainstream schooling after the Second World War.

This book examines the importance of rules for many of the world’s great moral traditions. Ethical systems characterised by detailed rules – Islamic sharia and Christian casuistry are notable examples – have often been dismissed as empty formalism or as the instrument of social control. This book demonstrates, on the contrary, that rules often enable, rather than hinder, personal ethical life. Here anthropologists and historians explore cases of rule-oriented ethics and their dynamics across a wide range of historical and contemporary moral traditions. Examples of pre-modern Hindu ethics, codes of civility from early modern England and medieval Christian casuistry demonstrate how rules can form an essential element of what Michel Foucault called ‘the care of the self’. Studies of Roman exemplary ethics, early modern Christian theology and the calculation of sin and merit in contemporary Muslim Palestine highlight the challenges posed by the coexistence of moral rules with other moral forms, not least those of virtue ethics. Finally, explorations of medieval and modern Islamic sharia, Christian moral theology and Jewish halakhah all highlight how such traditions develop complex meta-rules – rules about rules – for managing the tensions and dilemmas that the use of rules can entail. Together, these case studies and the theoretical framework proposed in the book’s Introduction offer a more nuanced, cross-cultural appreciation of the role of rules in moral life than those currently prevalent in both the anthropology of ethics and the history of morality.