History of Education

The present work aims at offering an overview of the main educational and didactic institutions where most part of the Sicilian élite was educated in the time frame ranging from the second half of the XVIIIth century, immediately after the expulsion of the Company of Jesus from the island in November 1767, to the Italian Unification in 1861. In greater detail, the institutions here examined had been founded in Sicily either by the Bourbonic government, by religious congregations, by public corporations or by private citizens thanks to donations or charitable bequests. The research was carried out through the analysis of miscellaneous documents, both published and unpublished, kept in various Sicilian district archives as well as in the State Archive of Naples, such as: the instructions forwarded by “major” and “minor” royal institutes, by colleges or by private boarding Schools; the pertaining school curricula; the textbooks adopted throughout the years; the public end of the school’s pamphlets; a rich correspondence mainly including the applications sent by the aspiring students' fathers to school committees in the hope of having their heirs admitted. By means of examining the above-mentioned sources, this study intends to evaluate the didactic and educational pathways available in Sicily and to paint a picture of the different educational institutions operating on the Sicilian island, thus producing an “identikit” of the Sicilian ruling class between the XVIIIth and the XIXth century. A special focus has been put on the analysis of the schools specifically “designed” for the education of the élite in the three main Sicilian cities, namely Palermo, Catania and Messina, all hosting royal institutes, renowned academies and universities.

This study draws from histories of “educationalisation” and neo-Foucaultian histories of English teaching in an archival analysis that revisits landmark pedagogical texts that coincided with the rapid expansion of the school subject English in between the 1894 Report of the Committee of Ten and 1918 Cardinal Principles of Secondary Education. The archival analysis considers these two reform documents along with the first comprehensive books on English teaching, which were published between the 1890s and 1920s. The study’s analysis adopts a selective focus on their explicit aims and rationales for teaching English, particularly in secondary schools, and the pedagogic logics and practices by which English was imagined as a governmental response to various social problems. This archival work recovers the largely overlooked ways in which the teaching of English was positioned to improve the moral and social condition of the population, to develop youths’ capacities for self-governance, to professionalise teaching through the psychological sciences, and to include “problem” populations within the corrective spaces of the English classroom. It also illustrates how distinctive approaches to teaching English language and literature were understood to attune youths’ “souls” to a range of governmental norms. This study bridges ideas from two historical literatures in order to unearth “educationalisation” problematics and “governmental” practices that traditional histories of English teaching have largely obscured, particularly in the United States.

Jory Brass (2016): English teaching and the educationalisation
of social problems in the United States, 1894–1918, Paedagogica Historica, DOI:
10.1080/00309230.2016.1151056. Available for free download at this link: share online access to your article with up to 50 colleagues by forwarding this eprint link http://www.tandfonline.com/eprint/qRsJzCjhftKhJNxutZvv/full

Jonathan Woocher’s 2012 essay, “Reinventing Jewish Education for the 21st Century,” o ered
a distillation of concepts and prescriptions he
had been incubating for the better part of a decade (Woocher, 2012a). At its core was a
vision of a learner-centered educational system where Jewish wisdom (i.e., Torah) becomes a resource for personal meaning-making. Those familiar with the trajectory of Woocher’s thinking were surely not surprised by his enthusiasm for prosumerism or his relative sanguinity about
the decline of legacy institutions. But they might have been caught o  guard by the virtual absence of any reference to a role for community and Jewish peoplehood in his proposed educational paradigm. For Woocher, Jewish community had been an animating concern that presaged his interest in communal dynamics, guided his work as the longtime executive director of the Jewish Education Service of North America ( JESNA), and grounded his e orts on behalf of Jewish continuity and renaissance. Was Woocher’s silence on community in “Reinventing Jewish Education” indicative of a radical rethinking of the bases of Jewish life?

The thesis is divided into two parts and it aims to explain the historical events related to the bibliographical collection of the ancient Jesuit College of Perugia. The first part focuses on the Jesuit librarian history and on the reconstruction of the historical events related to the library of the Perugian college. The institute, founded in 1552, was endowed with a library a few years after its foundation, enriching its collection through different books acquisition channels. The analysis, conducted on unpublished archival documents and published material, reconstructs the events of the library by entering the special case of Perugia in the broader spectrum of the Jesuit librarian history . In this way I tried to provide a model of historical research adaptable to the different librarian realities of the ancient Society of Jesus. The second part of the dissertation consists of the partial reconstruction of the library catalog.

Francesco Negri (1500-1563), a benedectine monk converted to Protestantism and escaped to Chiavenna, writes a dramatic text in Italian vernacular just when the Council of Trent starts, with a clear pedagogical aim: giving a practical resume of the flaws and errors of Roman Catholicism according to Reformers, moreover providing instruments for controversy and proselitism. His "Tragedia intitolata Libero Arbitrio", edited in 1546, re-edited with author's additions in 1550, and soon translated in Latin, French and English, brings the religious fight on the difficult  stage of doctrinal theatre. Negri chooses the traditional five acts and entitles his drama "Tragedy" to give his tribute to the Aristotelian theory of dramatic genres, but he fills it up with rude jokes and puns; and, as another paradox, he chooses a definitely anti-theatrical prose and a totally un-theatrical lenght of scenes, acts and cues.. In his option for a "theatre for reading", consequent to his work and temperament as a skilled teacher,  Negri is a standpoint in the culture of early Italian reformers, balancing humanistic tradition and the new acquisition of German popular reformed theatre.

Utbildningshistoria - en introduktion ger en lättillgänglig presentation av och fördjupande resonemang kring det svenska utbildningssystemets historia.

I boken finns historiska presentationer av de olika skolformerna och en rad skolämnen. Därutöver ger författarna, flertalet ledande specialister inom de ämnen de skriver om, övergripande och tvärgående perspektiv på utbildningshistorien. Det handlar om frågor som utbildningens ekonomiska historia, lärarkårens utveckling, sociala förhållandens betydelse för utbildning, utbildningspolitik samt betyg och bedömning.

Till boken hör en webbplats där bland annat övningsuppgifter och en grafisk beskrivning av utbildningssystemets utveckling bidrar till lärandet.

Boken vänder sig till blivande lärare samt studenter i historia som behöver kunna placera skolans situation i ett vidare sammanhang och i ett längre tidsperspektiv.

Förstapristagare av Kurslitteraturpriset 2011

La democrazia del merito. Non è scritto da nessuna parte che una minoranza, anche se composta dai migliori, possa attribuire a sé ciò che la democrazia reclama per tutti: le libertà, la di-gnità, l'istruzione, il lavoro, l'accesso alle cariche. In troppi casi la meritocrazia dei ricchi preferisce non vedere che cosa potrebbe essere il merito dei molti.
(Salerno editrice, Roma 2016, pp.126)

II. Mesrutiyet doneminden itibaren ozellikle Cumhuriyetin ilanina kadar olan surede egitim ve ogretimle ilgili cok sayida gorus ve onerilerin dile getirildigi gorulmustur. Bu gorus ve oneriler cesitli boyutlarla ele alinip incelenmistir. Egitimle ilgili olan bu boyutlardan birisini de egitim ve ogretim programlari teskil etmistir. Tarama yontemi kullanilarak yapilan bu calismada 1908 ve 1923 yillari arasini kapsayan sureli yayinlarda egitim ve ogretimle ilgili konular ele alinmistir. Cumhuriyetin ilanindan once egitim ve ogretim programlari ile ilgili olarak cok sayida egitimci konunun onemine dikkat cekmislerdir.  Bu calismada bircok egitimcinin (Ahmet Ferit, Aka Mirza, Ali Resat Bey, Bilal Bey, Doktor Sabri, Doktor Saim, Halil Fikret, Harun Er Resit Hulusu Bey, Ibrahim Alaattin, Ismail Hakki, Mehmet Emin, Mehmet Rustu, Muallim Cevdet, Muallim Halit, Muslihiddin Adil, Mustafa Rahmi, Munir Mazhar, Ethem Nejat, Nafi Atuf, Necmettin Sadak, Sadrettin Celal, Sati Bey, Selim Sirri, Suley...

One of the most controversial issues about education in Turkey and around the world is inspection of education. Some countries conduct educational auditing through inspectors. Some countries, such as Finland, consider that there is no need for a mechanism such as an inspectorate, but instead consider public scrutiny. Inspectional Regulations in the Latest Period Of Ottoman Time1 aims to shed light on the history of educational inspection in Turkey and to expose the history of the inspectors' duties and authorities and audit areas. In this scope, documents older than about a century were found and translated from the Ottoman Language. Document analysis method was used in this study. When the documents were evaluated as a whole, it was stated that the religious dimension of education was no longer inspected by the Republican regime founded in 1923 and secularization, but especially that bureaucratic control continues in different forms; the quality of education is still a matter d...

The paper analyses the influence of Commune Insurectionnelle de Paris, on the development of two organization and two important associations in the field of physical education in the end of the nineteenth and along the twentieth century in France. One organization is none today as Olympic Comity and the other one, in fact, as school physical education subject.

Since the birth of the Irish State, there have been three official terms for children with mental disabilities, ‘mental deficiency’, ‘mental handicap’ and ‘intellectual disability’. Each new term replaced the previous one; ‘mental deficiency’ became ‘mental handicap’, subsequently ‘mental handicap’ became ‘intellectual disability’. This thesis applied a Foucauldian Discourse analysis to the history of Irish Education to expose the hidden conditions that underpinned the aforementioned concepts, in order to answer the following questions: What factors brought a particular conceptual configuration in the classification of intellectual disability into play in the first instance? What made that configuration seem plausible and socially desirable? What changes or events happened that caused the conceptual configuration to be replaced? And did these changes cultivate marginalisation or demarginalisation? The first part of the analysis divided the history of Irish education into three different epistémè and labelled them, the Institution, the Birth of Special Education and the Birth of Social Inclusion. Foucauldian tools of analysis were applied to allow for the surfaces of emergence to be exposed and identified; thus, in turn revealing the frameworks of knowledge that were hidden underneath. This Webinar will discuss how the discourse analysis was applied and the main findings of the research.

Due to the changing education paradigms when shift is made from traditional to modern history teaching and learning, the content of teaching history and the organization of teaching/learning process undergo considerable changes. The latest education paradigm is marked by diverse content of history that reflects different perspectives of various social groups, and emphasises the significance of controversially valued and debatable issues. The aim of the research is to analyse the expression of multiperspectivity approach in terms of the problem areas distinguished in the textbooks on Lithuanian history. The multiperspectivity approach is a possibility for different nations, political regimes, social, religious and culture groups, as well as individual world outlooks, ideological, political and value-based orientations and experiences to be manifested, i.e. a possibility to manifest everything that determines ho the diversity of narratives competes with each other and generates historical narratives on how this past is remembered, what should be signified and preserved, and what should be forgotten and devalued. The obtained results reveal that the changes of the content of history education are related to constant updating of the General Curriculum for History. Despite the globalisation of the world, eurocentrism is prevailing in Lithuanian textbooks; history textbooks contain no information about the history of racial and other minorities, disabled people, social outcasts and others. Noticeably, school textbooks are devoid of sources reflecting different approaches, a variety of tasks and questions that would give an opportunity to “empathise” with the experience of different historical personalities and groups of the analysed period.

Questo volume ricostruisce la storia del Welfare State sovietico del periodo compreso fra le due guerre nei suoi aspetti legislativi, istituzionali e sociali, sperimentando un complesso metodo d’indagine che coniuga macrostoria e microstoria. Il metodo adottato consente di variare la scala di osservazione delle riforme della previdenza sociale, cioè di analizzare sia il funzionamento delle casse assicurative sul territorio sovietico in relazione alle modalità di finanziamento, sia lo sviluppo delle prestazioni sociali nella città di Mosca, che presenta i casi particolari dell’industria di automobili Amo-ZiL-ZiS, della Scuola n. 25 e delle pensioni di guerra.
Grazie a un paziente scavo negli Archivi dell’ex Unione Sovietica, questo studio rivela altresì l’impatto del sistema previdenziale sulla vita quotidiana della popolazione e l’evoluzione sorprendente di un sistema che non mirava a garantire un trattamento egalitario dei lavoratori bensì a privilegiare coloro che contribuivano maggiormente all’industrializzazione del paese (gli operai qualificati) a scapito delle categorie più deboli e meno qualificate (invalidi e disoccupati). Benché la trasformazione del sistema previdenziale sia stata comune anche agli altri Stati europei colpiti dalla Grande Depressione, in Urss, essa non degenerò in misure di politica razziale come avvenne nella Germania nazista.

This article aims at understanding how the primary school configuration of the teaching
profession process started and the happened through the analysis of legislation, specially
the Law of October 15, 1827 and the provincial law of March 5, 1835, in Sergipe. In order
to study the configuration of the teaching profession in Sergipe it is necessary to have the
law as a source. Therefore, the analytical categories of Bourdieu (1998) and Elias (1990,
2001), helped understand how the teaching profession in the primary school was set up and
how the professional habitus was built up having in mind the ideal of constituting Brazil as
a nation, in a civilizing process. It is possible to say the teaching profession was set
between advances and drawbacks, permeated by attempts to organize the primary teaching
through legislation. The issues surrounding the training of teachers in Brazil and
specifically in the province of Sergipe contributed to the building of speeches about
education and the configuration of the teaching profession, as they promoted various state
actions.

Rationales for public school reform in the United States are often tied to historical perspectives on the birth and development of schools and are buffeted by the assumption that the history of public schooling says much about how reform efforts should proceed. This interpretive article explores 2 such perspectives on 21st century schools: those of Diane Ravitch, distinguished educational historian and commentator; and those of Herbert Kliebard, considered one of the preeminent authorities on the development of the American curriculum. This investigation reveals that Ravitch’s longstanding condemnation of progressivism and curricular differentiation as the source of what ails public schools fails to account for the demise of the schoolteacher as the central force in early 21st-century schools—a factor that Kliebard identifies as crucial to understanding the nature of 21st-century schools. It is then suggested that recommitment to teachers as the educational center of gravity in public schools may provide new insight into understanding how school reform on the 21st century might move forward.

This article aims at investigating some educational practices used in the classroom by former teachers through the oral statements of both teachers and students. The research carried out has centered on those who attended primary school in the Italian region of Le Marche from the 1930s to the early 1960s. The main topic of this research refers to corporal punishment, which was inflicted in Italy until the 1960s,
as described in this study. Taking into account the legislation at that time, it will be demonstrated that slapping, hitting with a stick and kneeling on chickpeas or corn were daily practices which did not provoke any reaction from the families. After explaining the methodology, with the compilation of oral statements –which make us encounter other serious problems– in the first part of the paper some excerpts of the
interviews with former students who attended school during the fascist period will be provided and the teachers’ educational practices will be analyzed on the basis of their memories. In the second part, the testimonies of former teachers will be presented and through the description of anecdotes and daily routines their point of view on
punishments will become quite clear.

The life and activities of Jonas Laužikas, the Professor’s pedagogical heritage is one of the most significant theoretical sources in the history of education. His life has also served as an example for the educational reform undertaken in 1991, after the Restoration of the Lithuanian Independence, aimed at the guidelines to anticipate and address the structural, content and process changes by stopping the soviet process of fragmentation and differentiation and advocating consolidation through ‘the spread of the unifying and integrating principle’. The present article discusses the ideas and works of Jonas Laužikas who initiated the ‘teaching and upbringing’ of disabled children in response to the principle of ‘holistic education’.
The aim of the study was to reveal the efforts and scientific work of Jonas Laužikas in consolidating the systematic ‘teaching and upbringing’ of disabled children. The methodology of the research is based on the analysis of the texts of the Professor Laužikas and his students’ and former colleagues’ opinions as well as the evaluation of the Teacher’s scientific heritage and the example of the personality for the past and present state education. The qualitative research was based on the content analysis method. The attitude and scientific pedagogical activity of Laužikas have opened up and expanded new directions in the pedagogy of Lithuania: experimental, social, defectological, therapeutic, as well as of special pedagogy and psychology. The use of the adapted and original research methods by the Professor and his contribution to teaching of these methods to the scientists of the Baltic States makes it possible to name him not only as a pedagogue who initiated the education of disabled children, but also as the initiatior of the pedagogical psychological methodology in Lithuania, as well as the developer and creator of research methodologies and tests, the initiator of the complex studies during which his practical pedagogical ideas were implemented.
Summarizing all that has been observed, learned, studied, and experienced by personally communicating, and using the contrastive content analysis method, we can conclude that Prof. Jonas Lauzikas’ scientific work and his chosen ‘straight line of ‘middle path’ of life’ with the scientific, theoretical and practical pedagogical heritage, established the concept of ‘the holistic education of a person’, was not only ahead of his times but also transferred it to the modern system of education. In 1931, a special school was founded on the initiative of the Professor in Kaunas, where he worked as a teacher and carried out academic research. This gives J. Laužikas the status of the initiator of the education of disabled people in Lithuania. The protocoles prepared by J. Laužikas for teaching and upbringing disabled children show for the contemporary education policy makers and the educational community how much there is still left to do in education.

ΗΜΕΡΙΔΑ ΣΤΟ ΠΛΑΙΣΙΟ ΤΗΣ ΕΚΘΕΣΗΣ «ΒΙΟΜΗΧΑΝΙΚΗ ΚΛΗΡΟΝΟΜΙΑ ΣΤΗΝ ΕΛΛΑΔΑ 1980-2015: ΔΙΑΣΩΣΗ, ΕΡΕΥΝΑ, ΕΚΠΑΙΔΕΥΣΗ», Πέμπτη, 30 Νοεμβρίου 2017, Ώρα: 16.00, ΑΙΘΟΥΣΑ ΕΚΔΗΛΩΣΕΩΝ, ΣΧΟΛΙΚΟΥ ΣΥΓΚΡΟΤΗΜΑΤΟΣ ΕΥΚΛΕΙΔΗΣ, ΟΔΟΣ ΑΛΕΞΑΝΔΡΟΥ ΠΑΠΑΝΑΣΤΑΣΙΟΥ 13, ΘΕΣΣΑΛΟΝΙΚΗ

Resumo Em 1879 Abílio César Borges, o Barão de Macahubas, manda imprimir em Bruxelas um versão do poema épico Os Lusíadas para ser distribruída nas escolas brasileiras. Sua especificidade consistia de que nessa edição foram suprimidas 32 das 1.102 estrofes da obra de Camões, tendo em vista seu caráter " vicioso " , por conter conteúdo erótico e, portanto, imprópria à infância, na opinião do educador. Criticado por alguns como vaidoso intelectual que procurou se autopromover e defendidos por outros que o tem como um dos maiores pedagogos da educação brasileira, seu nome se mantém como rica fonte de pesquisa para a história da educação, terias educacionais e para a compreensão geral do pensamento pedagógico brasileiro. Palavras-chave: Educação e literatura; história da educação; lusofonia; estudos brasileiros. Abstract In 1879 Abilio César Borges, the Baron of Macahubas, ordered to be printed in Brussels a new version of the epic poem The Lusiads to be distributed to Brazilian schools. It was a peculiar version because 32 pieces were taken out out of the 1,102 stanzas of the Camões' most brilliant poem. The reason was that they were considered "vicious" and improper to childhood-to contain erotic content. The Baron has been criticized by someones of his time as a vain intellectual who sought to promote himself for this and other endeavors he had taken. But he has been also defended by others who considered him as one of the greatest pedagogues of Brazilian education. Anyway, his name remains as a rich source of research on Brazilian history of education, as well as a good reference for lusophonie in the same context.

Véritable ouvrage de référence, ce volume marque d'une pierre blanche le 150e anniversaire de l'Association syndicale et professionnelle des enseignants romands et offre l'occasion d'un regard historique et analytique exhaustif sur la place et l'évolution de l'institution scolaire en Suisse romande. Destiné à un très large public autant qu'aux acteurs du milieu de l'enseignement, ce livre très richement illustré réunit les contributions de spécialistes de l'éducation, de la formation, des archives et de la recherche pour offrir de nombreuses analyses sur un siècle et demi d'efforts professionnels et d'évolution de l'enseignement Un ouvrage de plus de 300 pages proposant de nombreuses analyses, réflexions et mises en relation des évolutions vécues, tant sur les plans local, régional et national, qu'au niveau international, et une occasion unique de réfléchir à l'évolution passée et future des systèmes éducatifs.

This article discusses the meeting of the Second National Educational Council in
1943, the decisions made about teaching history and the preparation and implementation
of histomaps, which was one of the decisions made about the teaching of history.
For this purpose, document analyses are used and first hand and second hand
resources were reviewed. The endeavor in this study is to show how one of the council
decisions of the first years of the Republic is applied. Hasan Âli Yücel, the Minister
of National Education assigned Hâmit Zübeyr Koflay for this histomap task. Benefiting
from the study of John B. Sparks (1931) named “The Histomap: Four Thousand
Years of World History” and working with a team, Hâmit Zübeyr Koflay developed
a histomap compatible to Turkish History in 3 years. This case study is significant
as it described the obligation of bureaucrats of the Ministry of National Education
in the early 20s of the Republic. The histomap of Sparks by Rand McNally Publishing
in the USA has been continuously updated since it was first developed. Unfortunately,
since then the mechanisms were not constructed to update histomap of
Koflay regarding the changing history course books and programs in Turkey.

El propósito del presente documento, es el reflexionar sobre la enseñanza de la Historia y de qué manera se pueden alcanzar resultados sustanciales, deliberando primero sobre la conceptualización y función de la enseñanza y el aprendizaje como proceso homogeneizador y creador del conocimiento, así como el de la utilidad de la disciplina histórica como elemento necesario para el análisis social. Pasando inmediatamente después a las diversas estrategias y metodologías significativas que se pueden utilizar dentro y fuera del aula de clase, y que puedan proporcionar un mejor desempeño y resultado en la ardua tarea de enseñar Historia.

This book presents the history of the Higher School Of Commerce – Varna in the context of the economic and cultural development of Bulgaria (Varna in particular) at the end of the 19th and the beginning of the 20th century. In the present monograph there are traced the factors and the circumstances for the emergence of higher education in economics in Europe and in Bulgaria, the first attempts in this perspective in the town of Varna and the institutions and activists associated with that, the actions on the establishment of Varna Higher School Of Commerce, its development over the years, its status and structure, its funding, educational activity, students, lecturers, library stock and buildings. In the final part of the book there are put forward some generalizations with regard to the achievements and the problems of the Higher School of Commerce – Varna and its place in the educational and public area of Bulgaria in the period between the wars.

This paper focuses on revising the sources of the past for studying the history of socialist education in Czechoslovakia. The authors asked themselves what sources are available for historian of education, if he decides to examine contemporary history of education. This question is important especially in the context of primary education in the former South Moravian Region in 1969–1989. In the first part of the text, the authors present their scheme of partition of sources. In the following sections, the various types of sources (historical sources, professional publications, auxiliary sources and literature) are discussed in detail and complemented by concrete examples. The paper draws attention to the fact that there is relatively large amount of sources for getting knowledge about the history of socialist education. Unfortunately, sources which are available and acknowledged up until the present cover only some parts of school life and school life actors. On the other hand, there is a lot of scientific literature and research results from other areas of historiography, which may contribute to the understanding of contemporary history of education at both the national and regional level. This means that the historical-educational research can build on the knowledge of other disciplines.

Вопрос о возможной взаимосвязи между уровнем образованности казаков и степенью их благосостояния до настоящего времени даже не ставился историками. Между тем «Высочайше утвержденная комиссия для исследования причин, подрывающих хозяйственный быт войска Донского, и для изыскания мер к восстановлению его экономического благосостояния» (комиссия Н.А. Маслаковца) в 1899 г. уверенно заявляла, что именно недостатки системы образования в Области Войска Донского влекут за собой обеднение казаков.
Автор, на основании протоколов комиссии и материалов ее деятельности, сохранившихся в архивах (Государственном архиве Ростовской области, Российском государственном военно-историческом архиве и Отделе рукописей Российской национальной библиотеки), показывает, что в комиссии не было единства при рассмотрении вопросов образования. Тем не менее, в итоге возобладала точка зрения П.Г. Мордвинцева, в соответствии с которой образование в казачьих областях должно было обеспечивать всеобщую грамотность мужчин-казаков и их владение специальными техническими знаниями, необходимыми для эффективного ведения сельского хозяйства. До достижения этой цели, по мнению членов комиссии, была невозможна реализация многих других предложенных ими мер, направленных на восстановления благосостояния донских хозяйств. Однако военный министр А.Н. Куропаткин отверг предложения комиссии, опираясь на мнение наиболее консервативной части казачества, считающей, что образование отпугивает казаков от черной работы.