Een volledige samenvatting van het vak History of Education uit het schakeljaar/schakelprogramma van pedagogische wetenschappen met
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1 BIJHORENDE TEKSTEN BIJ THEMA’S .......................................................................................................... 5
1.1 GENERAL INTRO + FROM HISTORICISM TO HISTORICIZING ...................................................................................... 5
1.2 HUMANISM ................................................................................................................................................. 5
1.3 ENLIGHTENMENT .......................................................................................................................................... 5
1.4 SPECIAL EDUCATION ...................................................................................................................................... 5
1.5 REFORM PEDAGOGY ...................................................................................................................................... 5
1.6 COLONIAL EDUCATION ................................................................................................................................... 5
1.7 20TH CENTURY ............................................................................................................................................ 5
1.8 SILENCE AT SCHOOL ....................................................................................................................................... 5
2 GENERAL INTRODUCTION ......................................................................................................................... 6
2.1 EDUCATIONALIZATION: TWO EXAMPLES............................................................................................................. 6
2.1.1 example 1: the educationalization of traffic education................................................................... 6
2.1.2 example 2: the educationalization of punishments ......................................................................... 7
2.1.3 what is educationalization?............................................................................................................. 8
2.2 THE TOTALLY PEDAGOGISED SOCIETY (BERNSTEIN)............................................................................................... 8
2.3 EDUCATIONALIZATON & EDUCATIONAL HISTORIOGRAPHY ..................................................................................... 9
2.4 EXTRA LITERATURE, VIDEOS AND WEBSITES (HC 1) ............................................................................................. 10
2.4.1 what is history for? ........................................................................................................................ 10
2.4.2 what’s the difference between history and the past? ................................................................... 10
2.4.3 The medicalization of current educational research ..................................................................... 10
2.4.4 history vs historiography ............................................................................................................... 11
2.5 TEXT POPKEWITZ (RETHINKING THE HISTORY OF EDUCATION) ............................................................................... 11
3 FROM HISTORICISM TO HISTORICIZING .................................................................................................. 12
3.1.1 presentism ..................................................................................................................................... 13
3.1.2 What brought about this historiographical evolution? (from historicism to historicizing) ........... 13
3.2 NEW CULTURAL HISTORY OF EDUCATION (NCHO) .............................................................................................. 14
3.2.1 characteristics of NCHE ................................................................................................................. 14
3.2.2 historical/educational ................................................................................................................... 14
3.3 THE THREE DUTIES OF THE HISTORIAN OF EDUCATION ......................................................................................... 14
4 HUMANISM & THE DISCOVERY OF CHILHOOD ........................................................................................ 15
4.1 WHEN AND WHERE DOES HISTORY OF EDUCATION START? .................................................................................. 15
4.2 HUMANISM ............................................................................................................................................... 15
4.2.1 rise of different denominations = societal context ........................................................................ 15
4.2.2 desiderius erasmus on education .................................................................................................. 15
4.2.2.1 main characteristics of humanism ............................................................................................................. 15
4.2.3 michel the montaigne on education .............................................................................................. 16
4.2.4 Education in the low countries during Middle Ages and Humanism ............................................. 16
4.2.5 Juan Luis Vives and the reconfiguration of poverty relief .............................................................. 16
4.3 EXTRA LITERATURE, VIDEOS AND WEBSITES (HC 2) ............................................................................................. 17
4.3.1 philosophy (michel de montaigne) ................................................................................................ 17
4.3.2 social construction of childhood .................................................................................................... 17
5 THE ENLIGHTENMENT: A BREAKING POINT IN THE HISTORY OF EDUCATION? ........................................ 18
1
, 5.1 PURPOSE OF THIS CLASS ............................................................................................................................... 18
5.2 ENLIGHTENMENT: DEFINITION ....................................................................................................................... 18
5.3 WHAT IS ENLIGHTENMENT? .......................................................................................................................... 18
5.4 RADICALLY NEW OR RELATIVELY OLD? → ON THE RELATIONSHIP BETWEEN THE ENLIGHTENMENT AND HUMANISM ......... 19
5.5 REASON OR PERCEPTION → HOW TO ACQUIRE TRUTH AND KNOWLEDGE ............................................................... 20
5.5.1 strands of the enlightenment ........................................................................................................ 20
5.6 A THEORY OF MIND → JOHN LOCKE AND THE TABULA RASA................................................................................. 20
5.6.1 John Locke (1632-1704) ................................................................................................................. 20
5.6.2 Some thoughts concerning education (1693) – John locke ........................................................... 20
5.7 HISTORY OF EDUCATION FOR THE DISABLED → THE EMERGENCE AND DEVELOPMENT OF EDUCATIONAL INSITUTES FOR THE
DISABLED .............................................................................................................................................................. 21
5.7.1 idiots in cages ................................................................................................................................ 21
5.7.2 the first initiatives .......................................................................................................................... 21
5.7.3 educating the mentally disabled ................................................................................................... 21
5.8 THE MODERNISATION OF EDUCATION: EDUCATION IN THE ‘AGE OF REASON’/ENLIGHTENMENT .................................. 21
5.8.1 the politics of education ................................................................................................................ 21
5.8.2 ‘modern education’ ....................................................................................................................... 22
5.8.3 sustainable reforms? ..................................................................................................................... 22
5.9 IMPACT OF THE ENLIGHTENMENT → THE INFLUENCE OF THE ENLIGHTENMENT ON THE DEVELOPMENT OF THE
EDUCATIONAL SYSTEM IN THE 19TH AND 20TH CENTURY ............................................................................................... 22
5.9.1 the ‘enlightened’ school? .............................................................................................................. 22
5.9.2 de-mythologizing the enlightenment ............................................................................................ 23
5.9.3 the emergence of an educational paradox.................................................................................... 23
6 JEAN-JACQUES ROUSSEAU, EDUCATION AND THE CONSTRUCTION OF HUMAN DIFFERENCES ............... 24
6.1 ENLIGHTENMENT AND PEDAGOGICAL OPTIMISM ............................................................................................... 24
6.2 JEAN-JACQUES ROUSSEAU: MAN OF NATURE & CULTURAL PESSIMISM (<-> THE ENLIGHTENMENT).............................. 25
6.2.1 civilization as ‘unavoidable’........................................................................................................... 26
6.2.2 negative education ........................................................................................................................ 26
6.3 JEAN-JACQUES ROUSSEAU AND HAPPINESS CF. TEXT OF TAL GILEAD IN THE READER ................................................. 27
6.3.1 a brief history of happiness ........................................................................................................... 27
6.3.2 history as criticism ......................................................................................................................... 27
7 SPECIAL EDUCATION ............................................................................................................................... 28
7.1 JEAN-MARC ITARD AND THE WILD BOY OF AVEYRON ........................................................................................... 28
7.2 EDOUARD SÉGUIN, PHRENOLOGY AND EDUCABILITY ........................................................................................... 29
7.3 ENLIGHTENMENT, COLONIALISM & HUMAN DIFFERENCES ................................................................................... 29
7.4 RETRACING THE EMERGENCE OF SPECIAL EDUCATION AROUND 1800 .................................................................... 29
7.4.1 structure of the argument (how it shifted throughout time) ........................................................ 30
7.4.2 preliminary remark ........................................................................................................................ 30
7.4.3 humanitarian & historical materialist accounts ............................................................................ 30
7.4.3.1 father of the “deaf-mute” ......................................................................................................................... 30
7.4.3.2 father of the “blind” .................................................................................................................................. 30
7.4.4 humanitarian account ................................................................................................................... 31
7.4.5 historical material interpretation .................................................................................................. 31
7.4.6 two counter-arguments................................................................................................................. 31
7.5 TAKING A DIFFERENT PERSPECTIVE: PROBLEMATIZATION ..................................................................................... 32
7.5.1 what’s in a name? ......................................................................................................................... 32
7.5.2 what causes it? .............................................................................................................................. 32
7.5.3 the necessity of reproblematization .............................................................................................. 32
2
, 7.5.4 three important ideas.................................................................................................................... 33
7.5.5 a different set of questions: ........................................................................................................... 33
7.5.6 emotions ........................................................................................................................................ 33
7.5.6.1 sollitude ..................................................................................................................................................... 33
7.5.6.2 happiness ................................................................................................................................................... 33
7.5.7 a heated 19th century discussion .................................................................................................. 34
7.5.8 what does these texts tell us? ....................................................................................................... 34
7.6 FROM SATISFACTION TO COMPLIANCE ............................................................................................................. 35
7.7 CONCLUSIONS ............................................................................................................................................ 35
8.1 IN THE VIEWPOINT OF PESTALOZZI: WHY SHOULD WE CARE ABOUT THE PAST IF IT’S GONE? ....................................... 35
8.2 PESTALOZZI’S ‘MODERNITY’ .......................................................................................................................... 36
8.2.1 (1) the economic upswing in the crisis of classical republicanism ................................................. 36
8.2.2 (2) education as strengthening the soul ........................................................................................ 38
8.2.3 (3) the invention of modern education as solution to the problem ............................................... 39
8.2.4 (4) the rising the nation-states after 1815 as educational projects .............................................. 40
8.2.5 (5) pestalozzi’s ‘actuality’ or ‘topicality’ ........................................................................................ 41
9 REFORM PEDAGOGY, NEW EDUCATIONAL MOVEMENT & GRAMMAR OF SCHOOLING .......................... 43
9.1 MARIA MONTESSORI ................................................................................................................................... 43
9.1.1 main characteristics of progressive education .............................................................................. 44
9.1.2 necessity of school reform ............................................................................................................. 44
9.1.3 metaphor of the school desk ......................................................................................................... 44
9.1.4 rewards and punishments ............................................................................................................. 45
9.1.5 she shifts the emphasis from government to self-government ..................................................... 45
9.1.6 vrijheid, macht & casa dei bambini ............................................................................................... 45
9.1.7 context: emancipation of women .................................................................................................. 46
9.1.8 beschavingsoffensief ..................................................................................................................... 46
9.1.9 grammar of schooling ................................................................................................................... 46
9.1.10 progressive education is not a monolothic whole! ........................................................................ 46
9.2 CONCLUSIONS ............................................................................................................................................ 47
9.3 PRELIMINARY REMARK ................................................................................................................................. 48
10 EMANCIPATION OR CIVILIZATION? HISTORY OF EDUCATION IN BELGIAN-CONGO (1908-1960).......... 48
10.1 CONTEMPORARY DISCUSSIONS ...................................................................................................................... 48
10.2 (1) SOME HISTORICAL CONTEXT ..................................................................................................................... 49
10.2.1 the memory of congo .................................................................................................................... 50
10.3 (2) EDUCATION DURING CONGO-FREESTATE .................................................................................................... 50
10.3.1 close cooperation between the state and the church ................................................................... 50
10.3.2 ambitions of the catholic mission?! ............................................................................................... 50
10.3.3 tangible heritage & local cultures ................................................................................................. 51
10.3.4 main eambitions of education in congo-freestate ........................................................................ 51
10.4 (3) EDUCATION DURING BELGIAN COLONIZATION .............................................................................................. 51
10.4.1 the curriculum ............................................................................................................................... 52
10.4.2 ‘the congo’ in belgian manuals ..................................................................................................... 52
10.5 EXERCISE: DE BOE’S MOVOE LEPROSY......................................................................................................... 53
10.6 CONCLUSION ............................................................................................................................................. 53
11 AUTHORITARIAN AND ANTI-AUTHORITARIAN PEDAGOGY (IN THE 20TH CENTURY) ........................... 54
3
, 11.1 A CALL FOR MOREE AUTHORITY...................................................................................................................... 54
11.2 EDUCATION: A CONTINUUM OF FREEDOM AND AUTHORITY ................................................................................. 54
11.3 TWO EXTREME POSITIONS ON THE CONTINUUM OF AUTHORITY ............................................................................ 55
11.3.1 fascist regimes and authoritarian education ................................................................................ 55
11.3.1.1 he who has the youth, has the future … ............................................................................................... 55
11.3.1.2 fascist curricula ..................................................................................................................................... 56
11.3.1.3 the banality of evil/authority ................................................................................................................ 56
11.3.2 anti-authoritarian pedagogy ......................................................................................................... 56
11.3.2.1 summerhill ............................................................................................................................................ 57
11.3.3 montessori & communism/socialist thinking ................................................................................ 57
11.4 CONCLUSIONS ............................................................................................................................................ 57
12 MOVIE: BOUNDLESSLY DIFFERENT ...................................................................................................... 58
13 LISTENING TO SOUNDS AND SILENCES IN THE HISTORY OF EDUCATION ............................................. 58
13.1 THE SCHOOL BELL & THE SILENCE CHAIR .......................................................................................................... 58
13.2 CLASS STRUCTURE ....................................................................................................................................... 58
13.3 SOUND STUDIES AND SOUND HISTORIES .......................................................................................................... 59
13.3.1 origin of sound studies: soundscape.............................................................................................. 59
13.3.2 sound studies ................................................................................................................................. 59
13.3.2.1 an example: the sound ear .................................................................................................................... 60
13.3.3 sound histories .............................................................................................................................. 60
13.4 SOUNDS, SILENCES & THE HISTORIOGRAPHY OF EDUCATION ................................................................................ 60
13.4.1 sounds, silences & the new cultural history of education.............................................................. 60
13.4.2 landahl’s “sound of authority” ...................................................................................................... 61
13.5 SOME HISTORIAL EXAMPLES OF SILENCE’S EDUCATIONAL VALUE ........................................................................... 61
13.5.1 1) the rise of silent classrooms ...................................................................................................... 61
13.5.2 2) maria montessori (1905) ........................................................................................................... 62
13.5.3 3) how quiet helps at school (1953) .............................................................................................. 63
13.5.3.1 (neo-)liberal power and silence............................................................................................................. 63
13.5.4 4) a.s. neill (1960) .......................................................................................................................... 64
13.5.4.1 noise @ summerhill .............................................................................................................................. 64
13.6 CONCLUSIONS: THE EDUCATIONALIZATION OF SILENCE?! .................................................................................... 64
13.7 THINGS YOU DEFINITELY SHOULD REMEMBER! .................................................................................................. 64
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