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Now showing results 1-6 of 6.
1. Government of the Soul and Genesis of the Modern Educational Discourse (1879-1911) (EJ748628)
Author(s):
Ramos do O, Jorge
Source:
Paedagogica Historica: International Journal of the History of Education, v41 n1-2 p243-257 Feb 2005
Pub Date:
2005-02-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Ethics; Christianity; Epistemology; Academic Discourse; Intellectual History; Hermeneutics; Historical Interpretation; Educational Change; Change Agents; Educational Philosophy; Educational Theories
Abstract: This article aims to illustrate that the modern educational project, discursively articulated until the end of the nineteenth century, owes much to the ethics that Christianity had earlier systematized, in the context of the disciplined dynamics brought by the Counter-Reformation. A kind of pastoral power remained within the enlightenment-humanist project, and we should discuss its deepening in modernity, a growing technological sophistication to respond, reiterating the same principles and seeking similar results, against a background of increasingly complex interactions due to its extreme massification. To better explain this thesis special attention is paid to the so-called Compayre Moment (1879-1911), a historical phase in which an entire generation of Francophone pedagogues predominantly reflected on the epistemological status of the Sciences of Education and systematized an encyclopaedic knowledge based on an education and teaching with modern characteristics. Hence, the government of the soul or disciplinary training of the will of the pupil was at the core of reform proposals defended by this group of pedagogues. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Academisation of Early Childhood Education (EJ719293)
Husa, Sari; Kinos, Jarmo
Scandinavian Journal of Educational Research, v49 n2 p133-151 Apr 2005
2005-04-00
Journal Articles; Reports - Research
Descriptors: Early Childhood Education; Educational History; Intellectual Disciplines; Foreign Countries; Learning Activities; Young Children
Abstract: Finnish early childhood education can be defined as practical educational activity, as a discipline, or as a field of science. This study focuses on the academic connections of early childhood education and concentrates on the identification of actors according to Bourdieu's field theory. The roots of academic early childhood education go back only a short way, to the 1970s. The study is of current interest as early childhood education established its position in the field of education as late as the middle of the 1990s when a number of chairs were founded. The material of our study consisted of documents in connection with the appointments of professors, in particular the expert statements. Our study method was material-based content analysis. The mainstream of early childhood education can be defined, in the same way as sciences of education, as a multidisciplinary field of science where the most favoured substance of educational psychology approaches and is integrated into the social capital; early childhood education is always linked to the family, lifespan and society in a complex way. (Contains 5 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. A New Education for a New Era: The Contribution of the Conferences of the New Education Fellowship to the Disciplinary Field of Education 1921-1938 (EJ748501)
Brehony, Kevin J.
Paedagogica Historica: International Journal of the History of Education, v40 n5-6 p733-755 Oct 2004
2004-10-00
Descriptors: Foreign Countries; Psychology; Educational Change; Conferences; Intellectual Disciplines; Role; Ideology; Educational Research; Teacher Education; Organizations (Groups)
Abstract: This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. The NEF was a movement connecting lay enthusiasts for educational reform with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. Use is made of Bourdieu's concepts of field, forms of capital and habitus to analyse the strategies of agents at the conferences and their relation to developments in the disciplinary field. The NEF is also considered from the perspective of social movement theory as a non-class-based movement of opposition. Seven international conferences on education are discussed plus others in South Africa and Australia. The themes are discussed and their social composition is analysed both in terms of the countries represented and the participation of members of the academy. The origins of the NEF are traced from the Theosophical Fraternity in Education and the leading roles of Beatrice Ensor and Elizabeth Rotten are considered in the framework of habitus. Discussion of the work of Ferriere, the third founder of the NEF, reveals a distinction between philosophical and moral conceptions of education and ones associated with positivism. The location of psychology in this binary is also revealed. Accounts of the conferences held in the 1920s reveal a strong commitment among the leaders of the NEF to the fostering of international understanding and a world consciousness through education and Support for the League of Nations. This and other elements of the NEF's ideology are characterized as a heretical discourse. Tensions between members of the academy and the other participants are highlighted and the heterogeneity of the audiences are identified as a source of strength as well as friction. The following section addresses the change of emphasis of the NEF in the 1930s in response to the worsening international situation and the involvement of leading figures from the academy. The NEF's position on research in education and the need to bring teacher training into the academy was made explicit at the conferences held in South Africa, Australia and New Zealand. These involved bureaux of education research, which were financed by American foundations, and the combination of the NEF's network with this money is considered in terms of the field's development and the consequences for the competition for prestige and other forms of capital. The conclusion reviews the extent to which these conferences contributed to the development of the field and to the necessity for historical accounts of its development to take account of the dimensions analysed by Bourdieu's conceptual framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Support Teachers' Beliefs about the Academic Achievement of Students with Special Educational Needs (EJ685448)
Silva, Jos Castro; Morgado, Jos
British Journal of Special Education, v31 n4 p207-214 December 2004
2004-12-00
Descriptors: Foreign Countries; Teaching Methods; Students; Educational Needs; Curriculum Design; Academic Achievement; Teacher Attitudes
Abstract: Jos Castro Silva, lecturer in sciences of education, and Jos Morgado, assistant professor, both work at the Instituto Superior de Psicologica Aplicada in Lisboa, Portugal. In this article, they describe their study of support teachers beliefs about the academic achievement of school students with special educational needs. The support teachers who were the subject of this study work in mainstream schools where the majority of pupils with special educational needs are educated in mainstream classes run by general teachers. The work of the support teachers is supervised and supported by special education team co-ordinators. The study reported here set out to elicit the support teachers beliefs about the factors that contribute to success at school for pupils with special educational needs. Results suggest that the support teachers consider that factors including school climate, curriculum design and teaching approach contribute significantly to achievements among these pupils. On the other hand, analysis reveals that the support teachers attribute difficulties and lack of achievement significantly to out-of-school contextual variables. These findings are related to a detailed review of the literature and the authors discuss the implications for policy, practice and professional development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Pedagogie et Sciences de l'Education (Pedagogy and the Sciences of Education). (EJ450513)
Gauthier, Clermont
Journal of Educational Thought/Revue de la Pensee Educative, v26 n2 p131-51 Aug 1992
1992-00-00
Journal Articles; Historical Materials
N/A
Descriptors: Educational History; Educational Principles; Educational Research; Educational Theories; Higher Education; Instructional Improvement; Schools of Education; Scientific Methodology
Abstract: Traces the evolution of the discourse about pedagogy from the seventeenth century, when pedagogy was oriented toward instructional improvement; to the twentieth century, when faculties of education became more interested in producing scientific research than research that was relevant to the practice of teaching. Elaborates a new theory of pedagogy. (DMM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Astride a Starwave: A Quantum Perspective of the Discipline of Education. (EJ431997)
Schuck, Robert F.; Haggerson, Nelson
Action in Teacher Education, v13 n1 p57-63 Spr 1991
1991-00-00
Journal Articles; Opinion Papers
Descriptors: Curriculum; Educational Research; Educational Theories; Foundations of Education; Higher Education; Quantum Mechanics; Sciences
Abstract: Examines the sciences of education, offering a quantum perspective of the discipline of education. The paper stresses the need to reconstruct some bridges with the scientific world because scientific insights can illuminate problems in education. The quantum theory of education lets educators become more open to multiple manifestations of knowledge. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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