Online Bayle Seminar: Education & Pedagogy – 2026 Program

An international and interdisciplinary study and research group, the Online Bayle Seminar, is dedicated to the work of Pierre Bayle. Established in 2025, the seminar aims to transcend traditional academic boundaries, mirroring the “Republic of Letters” valued by Bayle himself. The group utilizes online communication to foster collaboration across schools of thought and approaches to Bayle’s scholarship.

A Shift in Focus: Education and Pedagogy

For its second year, beginning in 2026, the Online Bayle Seminar will shift its format to focus on a specific subject: “Education and pedagogy chez Bayle” (Education and pedagogy in Bayle). This new format will systematically examine Bayle’s work through alternating sessions of text analysis and discussions on specific topics.

Bayle’s Personal and Professional Life

The topic of education was central to Bayle’s life and work. He experienced an irregular schooling as a child, reflecting on it in his correspondence and using those lessons to advise his brother Joseph. Bayle spent much of his adult life as an educator, serving as a tutor in Coppet and Rouen and later as a professor in Sedan and Rotterdam. His philosophical courses are included in his Oeuvres diverses.

Did You Know? Bayle’s work as a writer and philosopher was consistently informed by questions of education, with prefaces and forewords to his works containing pedagogical reflections.

Political and Theological Implications

The seminar will also explore the political and theological dimensions of education in Bayle’s time. Royal legislation concerning the education of Huguenot children raised questions about the right to educate children according to one’s religious beliefs. The religious controversies following the revocation of the Edict of Nantes prompted debate about the purpose and methods of education, questioning whether consciences should be “instructed” rather than persecuted.

Anthropology, Temperament, and Prejudice

Bayle’s anthropological views, particularly his consideration of temperament and passions, are also relevant to his pedagogy. He linked childhood and education to obstacles hindering critical thinking, suggesting a “differentiation pédagogique” based on individual characteristics. The seminar will examine these connections.

Expert Insight: The seminar’s focus on education within Bayle’s historical and intellectual context highlights the enduring relevance of questions surrounding religious freedom, pedagogical approaches, and the development of critical thinking.

Seminar Schedule

The seminar will be held online on Fridays at 14h French time. The schedule includes:

Friday, February 20: Andy Serin (EPHE-PSL and Université Paris 1) – “Analyse de textes: éducation et tolérance dans le Supplément au Commentaire philosophique” (Text analysis: education and tolerance in the Supplement to the Philosophical Commentary)
Friday, March 20: Isabelle Moreau (ENS de Lyon) – “Bayle: éducation et identité religieuse” (Bayle: education and religious identity)
Friday, April 24: Ana Carmona (Université de Genève) – “Analyse de textes: la force des préjugés” (Text analysis: the force of prejudices)
Friday, May 22: Chiara Musolino (Université Paris 1) – “Comment lire la philosophie? La pédagogie du doute à l’oeuvre chez Pierre Bayle” (How to read philosophy? The pedagogy of doubt at work in Pierre Bayle)

Those interested in participating can request the videoconference link and texts by emailing [email protected].

Frequently Asked Questions

When does the seminar begin?

The seminar begins on Friday, February 20, 2026.

What is the main topic of the seminar for 2026?

The main topic for the 2026 seminar is “Education and pedagogy chez Bayle” (Education and pedagogy in Bayle).

How can I participate in the seminar?

Interested participants can request the videoconference link and texts by emailing [email protected].

Given the historical context of religious and political tensions surrounding education in Bayle’s time, how might these themes resonate with contemporary debates about educational freedom and pedagogical approaches?