This books attends to what in French, since the 1980s, has been called the passeur, the figure of the intellectual, mediator, translator or journalist, who is also a socialized being in the world.The volume sets out from biographical contexts in such a way that the work as a whole is offered as a gallery of portraits leading from one kind of cultural understanding to another and then another... Geographically, the range is broadly European (England, France, Germany, Holland, Italy, Poland, Spain and Switzerland) though the aim is never to display how national identities arose. Nor is this range a matter of ‘covering’ the field. The figures treated were all important in their own right, and yet too often they receive scholarly attention only in passing. The singular identity studied here, if there is one, could be Europe’s, but the theme emphasized now and then is also that of the ‘internationalization’ of intellectual activity in a very long eighteenth century. The bookend chapters involving the understanding of the Orient reinforce the internationalization and the fostering of a European identity. The volume aims less to highlight or track specific ideas transported from one cultural context to another, though there are necessarily many examples given. It proposes instead to illustrate the evolution of post-humanist cultural activity in Europe, by beginning with a series of studies in which debate arises from religious positions (not only Protestant, but Muslim, Catholic, Jesuit, Jansenist and Jewish traditions) and closing with debate become philosophical and encyclopedic. As such, the volume documents a characteristic view of the transformation of early modern intellectual activity as its center moves from religion to philosophy; and it thereby draws special attention to the essays in the middle of the volume. These deal with figures active towards the end of the 17th and the beginning of the 18th centuries, and their abilities, difficulties and conflicts in finding new spaces for intellectual life outside of religious and political institutions—in public discussions of philosophy, toleration, journalism, law and the curious spatialization we refer to as Anglophilia.

Rousseau's treatise on education, published in 1762, was a groundbreaking work that challenged prevailing attitudes toward the role of education in society. In it, he argued that education should focus on the development of the individual's natural abilities, rather than on rote learning and memorization. This classic work remains relevant today, and is essential reading for anyone interested in the philosophy of education. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.