Geschiedenis van opvoeding onderwijs en vorming (POL06A)
Summary
Samenvatting geschiedenis van opvoeding, onderwijs en vorming deel 1 ( GESLAAGD)
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Course
Geschiedenis van opvoeding onderwijs en vorming (POL06A)
Institution
Katholieke Universiteit Leuven (KU Leuven)
Dit is een samenvatting van alle hoorcolleges 1 tot en met 11 van Professor Nele Reyniers; zowel de powerpoints als eigen notities. Voor mij was dit een openboekexamen dus we mochten alles gebruiken (er was ook een reader met teksten die we mochten gebruiken en waar vragen over werden gesteld). Tij...
Geschiedenis van opvoeding onderwijs en vorming (POL06A)
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GESCHIEDENIS VAN OPVOEDING, ONDERWIJS EN
VORMING
Inhoudsopgave
waarom is historische pedagogiek van belang?...........................5
historische context:............................................................................................. 5
in dit vak:............................................................................................................ 6
wat is historische pedagogiek?..................................................7
begrippenkader:.................................................................................................. 7
verleden:..................................................................................................................... 7
geschiedenis:............................................................................................................... 7
historiografie:.............................................................................................................. 7
paradigma’s binnen de pedagogische historiografie:..................................................7
korte samenvatting:.................................................................................................... 8
historisme:.......................................................................................................... 8
New social history of education:.........................................................................8
new cultural history of education:.......................................................................9
narratio/verklaringsmodel:................................................................................10
pedagogisering van depaepe:..................................................11
het omslagdenken:..................................................................12
de these van Ariès:........................................................................................... 12
het omslagdenken:........................................................................................... 13
de erfenis van Ariès:.................................................................................................. 13
lloyd de mausse:....................................................................................................... 14
edward shorter:......................................................................................................... 14
lawrence stone:......................................................................................................... 14
lea dasberg:............................................................................................................... 14
gedachte-experiment (zie tekst):...............................................................................15
kritiek op ariès:.......................................................................................................... 17
welke lessen kunnen we trekken uit de these van ariès?.................................18
link met kinderkleding/kindermode:.................................................................19
civilisering van norbert elias:...................................................20
norbert elias:..................................................................................................... 20
verklaringsmodel:............................................................................................. 20
kritiek op de civiliseringsthese:.........................................................................21
Voorbeeld: publiekelijk spugen:.................................................................................22
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, Civiliseringsthese in de pedagogische historiografie:.......................................22
disciplinering van michel foucault:...........................................24
michel foucault:................................................................................................ 24
verklaringsmodel:............................................................................................. 24
disciplinering in de pedagogische historiografie:..............................................25
kritiek op de disciplineringsthese:.....................................................................26
civilisering en disciplinering:......................................................................................26
grammar of schooling van larry cuban & david tyack:................27
larry cuban & david tyack:................................................................................27
verklaringsmodel:............................................................................................. 27
voorstanders van de grammar of schooling:..............................................................28
problemen voor onderwijshervormers:......................................................................28
onderwijshervorming is wel mogelijk maar…:...........................................................29
voorbij de grammar of schooling?.............................................................................29
de vroege wortels tot aan het humanisme:...............................29
situering van dit hoorcollege:...........................................................................29
klassieke oudheid (8ste eeuw v. Chr. – 5de eeuw):..............................................29
Socrates en Plato:...................................................................................................... 30
Marcus Fabius quintilianus:.......................................................................................31
middeleeuwen – ancien regime (5de eeuw – 14de eeuw):...................................32
Dorpsscholen:............................................................................................................ 33
Latijnse scholen:........................................................................................................ 34
ancien RÉGIME : humanisme (15de – 16de eeuw) :............................................35
reformatie:................................................................................................................ 35
contrareformatie:...................................................................................................... 35
desiderius erasmus:................................................................................................... 36
humanisme:............................................................................................................... 36
jan amos comenius:................................................................................................... 37
Nuancering:............................................................................................................... 37
de verlichting:.........................................................................38
korte opfrissing + situering van dit hoorcollege:..............................................38
de verlichting:................................................................................................... 38
Immanuel Kant (18de eeuw):......................................................................................38
rationalisten vs EMPIRISTEN : descartes vs locke :...........................................39
Rationalisten:............................................................................................................ 39
Empiristen:................................................................................................................ 40
2
, Pedagogische ideeën van rationalisten vs empiristen:..............................................41
franse revolutie :............................................................................................... 41
Invloed op pedagogische ideeën:..............................................................................42
typisch verlichtingsproject:........................................................................................ 42
jean-jacques rousseau (18de eeuw) :...............................................................42
pedagogische ideeën van rousseau:..........................................................................42
erfenis van de VERLICHTING:............................................................................43
de romantiek:.........................................................................44
Korte opfrissing + situering van dit hoorcollege:..............................................44
Verschoolsing van de samenleving:..................................................................44
Protestantisme:......................................................................................................... 45
Demografische transitie:........................................................................................... 45
Soevereine staten:..................................................................................................... 45
Sociale kwestie:......................................................................................................... 46
De romantiek:................................................................................................... 46
johann heinrich Pestalozzi:........................................................................................46
Herbart:..................................................................................................................... 48
friedrich Fröbel:......................................................................................................... 48
Modern schoolsysteem in europa (19de eeuw):.................................................49
Nationalisme (19de eeuw):.................................................................................49
Positie van de leraar (19de eeuw):.....................................................................50
lerarenopleiding:....................................................................................................... 50
Notendop:......................................................................................................... 51
het buitengewoon onderwijs:...................................................51
Korte opfrissing + situering van dit hoorcollege:..............................................51
Buitengewoon onderwijs: nu in Vlaanderen:.....................................................52
definitie:.................................................................................................................... 52
toelatingsverslag:...................................................................................................... 52
types:........................................................................................................................ 52
vlaanderen:............................................................................................................... 53
historisch:.................................................................................................................. 53
De ontstaansgeschiedenis van het buitengewoon onderwijs:...........................53
het ontstaan:............................................................................................................. 53
terminologie:............................................................................................................. 53
Eerste instituten:....................................................................................................... 54
Katholieke initiatieven:.............................................................................................. 55
Staatsinitiatieven:...................................................................................................... 57
3
, 2 ontstaansgronden:.................................................................................................. 58
toename classificatie:................................................................................................ 58
Bredere tendensen van verwetenschappelijking, medicalisering en
psychologisering:.............................................................................................. 58
Het verlichte vooruitgangsdenken:............................................................................58
verwetenschappelijking van de pedagogische wetenschappen:................................58
verwetenschappelijking van de selectieprocedure:...................................................59
psychologisering:....................................................................................................... 59
het aangepast onderwijs:.......................................................................................... 60
notendop:.......................................................................................................... 60
de reformpedagogiek (deel 1):.................................................60
Korte opfrissing + situering van dit hoorcollege:..............................................60
De nieuwe schoolbeweging:.............................................................................. 61
context (19de -20ste eeuw):......................................................................................... 61
Ontstaansgronden:.................................................................................................... 62
Maria Montessori in Italië (19de – 20ste eeuw):....................................................63
Pedagogische ideeën van Montessori:.......................................................................64
De zintuiglijke methode:................................................................................... 65
Hoe was de methode opgebouwd?............................................................................66
De Broeders van Liefde in België:.....................................................................67
Ovide DECROLY (19de – 20ste eeuw):..................................................................68
pedagogische ideeën van Decroly:............................................................................68
montessori en decroly:..................................................................................... 68
de reformpedagogiek (deel 2):.................................................69
Korte opfrissing + situering van deze les:.........................................................69
Nieuwe schoolbeweging:................................................................................... 70
de nieuwe schoolbeweging:.......................................................................................70
célestin freinet (19de – 20ste eeuw):............................................................................71
rudolf steiner (oostenrijk; 19de – 20ste eeuw):.............................................................74
Normatieve pedagogische modellen (interbellum):..........................................76
kritische beweging (na woii):............................................................................77
institutionele pedagogiek:......................................................................................... 77
psycholgisering van de pedagogische wetenschap (na woii):...........................77
onderwijsgeschiedenis in België:..............................................79
korte opfrissing + situering van dit hoorcollege:..............................................79
Onderwijsgeschiedenis van België:...................................................................79
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