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Article ID: CBB281630422

Mediated Education in Early Modern Travel Stories: How Travel Stories Contribute to Children’s Empirical Learning (2019)

Science in Context
Volume: 32
Issue: 2
Pages: 193-212
Publication date: 2019
Language: English

URI: https://www.cambridge.org/core/journals/science-in-context/article/mediated-education-in-early-modern-travel-stories-how-travel-stories-contribute-to-childrens-empirical-learning/78498CF8CB961E90D5933D305AEC2461

DOI: 10.1017/S026988971900019X

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Reading Youth Travel literature Education Learning Children Travel writing Travel; exploration 18th century 17th century Early modern Netherlands Campe, Joachim Heinrich

Linking up with recent studies on the experience of space and place in modern youth literature, this article analyzes how the “journey” as a narrative line and motif transformed Dutch early modern travel books for children from classical teaching instruments into explorative knowledge places. In the popular seventeenth-century Glorious and Fortunate Journey to the Holy Land, young readers were invited to travel within the book, which was presented as a place that covers material pages to observe as well as imagined places to read about. Eighteenth-century travel books, for example written by Joachim Heinrich Campe, shifted from an inner to an empirical mode of travelling. They raised the suggestion that they offered unmediated observations and travel experiences, as if reading about places was equal to seeing places. Since travel literature facilitated active knowledge quisition among youngsters, but also left little room for autonomous innovations or different interpretations, this article reveals the emancipatory as well as restrictive character of such places of learning. By turning reading into a kind of travelling, travel books served as a substitute for travel.

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Article Feike Dietz; Sven Dupré (2019) Youthful Minds and Hands: Learning Practical Knowledge in Early Modern Europe. Science in Context (pp. 113-118). unapi

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