From unity to multiplicity: Comenius’ and Montaigne’s didactics and diversity and its contributions to contemporaneity

Abstract During the textual profusion derived from Gutenberg’s press, Comenius and Montaigne elaborated pedagogical reflections that, more or less evidently, take diversity of opinions interpretations as an object propose different ways to deal with it. The former tries neutralize it by reinforcing divine word only one and, hence, reference define what is important inside schools, whereas latter proposes “experiencing world” power this variety provide modest responsible outlines known. This study aims describe these viewpoints reflect on how they may contribute discuss contemporary classroom, which also crossed multiple discourses (whether true not) originated digital technologies.