intro ....................................................................................................................................................5
Waarom is historische pedagogiek belangrijk? ...................................................................................5
wat is historische pedagogiek? ..........................................................................................................5
begrippenkader ............................................................................................................................5
Narratio/verklaringsmodellen ...........................................................................................................8
narratio/verklaringsmoddel: Pedagogisering ...................................................................................8
de ontdekking van het kind ...................................................................................................................9
Narratio/verklaringsmodel: het omslagdenken ...................................................................................9
De these van Ariès ........................................................................................................................9
Het omslag denken .......................................................................................................................9
Een gedachte-experiment: amor-roma, liefde en erotiek in rome ................................................... 11
De kritiek op Arièse ..................................................................................................................... 11
Welke lessen te trekken uit de these van Arièse ............................................................................ 13
narratio’s: civilisering, disciplinering en de grammar of schooling ......................................................... 13
Civilisering- Norbert Elias ................................................................................................................ 13
Norbert elias............................................................................................................................... 13
Verklaringsmodel: civilisering ...................................................................................................... 14
Kritiek op de civiliseringsthese ..................................................................................................... 14
Civiliseringsthese in de pedagogische historiografie ..................................................................... 15
Disciplinering – Michel Foucault ...................................................................................................... 15
Michel foucault ........................................................................................................................... 15
Disciplinering ............................................................................................................................. 15
Disciplinering in de pedagogische historiografie ........................................................................... 16
Kritieken op disiplineringsthese ................................................................................................... 16
civilisering en disicplinering ............................................................................................................ 16
Grammar of schooling – David Tyacke en Larry Cuban ...................................................................... 16
David Tyack en larry Cuban.......................................................................................................... 16
Grammar of schooling ................................................................................................................. 16
Voorbij de grammar of schooling? ................................................................................................ 17
recapitulatie .................................................................................................................................. 18
de vroege wortels tot aan humanisme ................................................................................................. 18
Klassieke oudheid (8ste eeuw v.c - 5de eeuw) ..................................................................................... 18
Middeleeuwen – ancien régime (5de eeuw-14de eeuw) ........................................................................ 19
Vroege middeleeuwen................................................................................................................. 19
Vanaf de 12de eeuw .................................................................................................................... 19
1
, Ancien régime: humanisme (15de eeuw-16de eeuw) .......................................................................... 21
Humanisme (15de -16de eeuw) ................................................................................................... 21
Humanisme (15de – 16de eeuw) ..................................................................................................... 22
de verlichting (17-18de eeuw) ............................................................................................................. 22
Immanuel kant (18de eeuw) .......................................................................................................... 23
Rationalisten .................................................................................................................................. 23
René Descartes (16-17de eeuw) .................................................................................................. 23
Empiristen ..................................................................................................................................... 23
John locke (17de eeuw) ............................................................................................................... 23
Pedagogische ideeën van rationalisten vs empiristen .................................................................... 24
Franse revolutie (1789-1799) ........................................................................................................... 24
Jean jacques rousseau (18de eeuw) ................................................................................................ 25
Erfenis van de verlichting ................................................................................................................ 26
de romantiek (19de eeuw) .................................................................................................................... 26
Verschoolsing van de samenleving .................................................................................................. 26
De romantiek (19de eeuw) ................................................................................................................ 27
Pestalozzi (18de -19de eeuw) ......................................................................................................... 27
Herbart (18de -19de eeuw) ............................................................................................................. 28
Fröbel (18de -19de eeuw) ............................................................................................................... 29
Modern schoolsysteem in europa(19de eeuw) ................................................................................... 29
Nationalisme (19de eeuw) .............................................................................................................. 29
De positie van de leraar (19de eeuw) ................................................................................................. 30
In notendop wat we gezien hebben .................................................................................................. 30
Het buitengewoon onderwijs .............................................................................................................. 30
Buitengewoon onderwijs: Nu in Vlaanderen ..................................................................................... 30
Toelatingsverslag ........................................................................................................................ 30
Types ......................................................................................................................................... 31
Vlaanderen ................................................................................................................................. 31
De ontstaansgeschiedenis van het buitengewoon onderwijs (in België) ............................................. 32
Het ontstaan............................................................................................................................... 32
Terminologie............................................................................................................................... 32
Eerste instituten ......................................................................................................................... 32
Katholieke initiatieven ................................................................................................................. 33
Staatsinitiatieven ........................................................................................................................ 34
Twee ontstaansgronden .............................................................................................................. 35
Bredere tendensen van verwetenschappelijking, medicalisering en psychologisering ......................... 35
Het verlichte vooruitgangsdenken ................................................................................................ 35
2
, Verwetenschappelijking van de … ................................................................................................ 36
Pedagogisering in het onderwijs ................................................................................................... 36
Notendop ...................................................................................................................................... 37
de reformpedagigiek deel 1 ................................................................................................................ 37
De nieuwe schoolbeweging ............................................................................................................. 37
Context (19de -20ste eeuw) ............................................................................................................ 37
Ontstaansgronden ...................................................................................................................... 38
Maria montessori in Italië (19de 20ste eeuw) ..................................................................................... 38
De zintuigelijke methode ................................................................................................................. 40
Ontstaan .................................................................................................................................... 40
Séguin ........................................................................................................................................ 40
De broeders van liefde in België ....................................................................................................... 41
ovide decroly (19de – 20ste eeuw)....................................................................................................... 41
Montessori en declory ................................................................................................................. 42
Notendop ...................................................................................................................................... 42
de reformpedagogiek deel 2 ............................................................................................................... 42
John Dewey (19de -20ste eeuw) .......................................................................................................... 42
Célestin freinet (19de-20ste eeuw) ..................................................................................................... 43
Rudolf steiner (19de-20ste eeuw) ....................................................................................................... 45
Evolutie pedagogisch denken .......................................................................................................... 46
WOI-WOII: normatieve pedagogische modellen ............................................................................ 46
na WOII: institutionele pedagogiek (de kritische beweging) ............................................................ 47
psychologisering van de pedagigische wetenschappen ................................................................. 48
notendop ....................................................................................................................................... 48
onderwijsgeschiedenis van belgië ....................................................................................................... 49
politiek-ideologische breuklijn ........................................................................................................ 49
socio-economische breuklijn .......................................................................................................... 52
regionaal-linguïstische breuklijn ...................................................................................................... 53
notendop: de 3 breuklijnen ............................................................................................................. 54
de geschiedenis van opvoeding en onderwijs in belgisch-congo: kolonialisme ...................................... 55
kolonialisme vs socialisatiemiddel .................................................................................................. 55
Kolonialisme .............................................................................................................................. 56
kononiaal onderwijs als socialisatiemiddel ...................................................................................... 56
Koloniaal onderwijssysteem ........................................................................................................ 57
kongo vrijstaat (19de eeuw) .............................................................................................................. 57
Koloniaal onderwijs ..................................................................................................................... 58
belgische congo (vanaf 1908) .......................................................................................................... 58
3
, Koloniaal onderwijs ..................................................................................................................... 58
kononiaal onderwijs in belgische congo (na woii).............................................................................. 60
Koloniaal onderwijs ..................................................................................................................... 60
Dekolonisatie ............................................................................................................................. 61
de erfenis van het kolonialisme -> casestudy ................................................................................... 61
in notendop.................................................................................................................................... 61
4
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