These are notes from the course history of education. These notes are structured and always nicely refilled with matching images. Written in English with a Dutch translation here and there. Useful to take with you to the exam as it is an Open-book exam. Notes are extensive, yet compact. Good luck!
,Inhoudsopgave
lecture 1 : history of education as a field of study................................................................................................................................4
3 important concepts........................................................................................................................................................................4
how do we do history?......................................................................................................................................................................5
Implications.......................................................................................................................................................................................7
the historian of education’s metier..................................................................................................................................................7
what does the historian of education do?....................................................................................................................................8
why history?..................................................................................................................................................................................8
Lecture 2: education in early modern times (pre-enlightenment).......................................................................................................9
Prologue: Education is not a ‘european’, medieval invention’ ….....................................................................................................9
elementary education.....................................................................................................................................................................10
intro: the church takes the lead..................................................................................................................................................10
elementary education: The emergence and development of the village school.......................................................................10
Post-primary education...............................................................................................................................................................10
“Reforming” Society?..................................................................................................................................................................11
humanism (as a motot of educational reform?).............................................................................................................................12
CATHOLICISM MEETS HUMANISM..............................................................................................................................................12
implications for education..........................................................................................................................................................12
examples.........................................................................................................................................................................................12
humanism and its significance........................................................................................................................................................13
lECTURE 3: educating for enlightenment? a focus on Kant, Comenius and Locke.............................................................................13
enlighenment: definition.................................................................................................................................................................13
Sapere aude = ‘dare to know’.....................................................................................................................................................13
radically new or relavitely old?...................................................................................................................................................14
reason or perception.......................................................................................................................................................................15
strands of the enlightenment.....................................................................................................................................................15
a theory of mind..............................................................................................................................................................................15
John Locke...................................................................................................................................................................................15
History of education for the disabled.............................................................................................................................................16
the modernisation of education.....................................................................................................................................................17
IMPACT OF THE ENLIGHTENMENT..................................................................................................................................................18
Lecture 4: Jean-Jaques Rousseau........................................................................................................................................................19
biography........................................................................................................................................................................................19
Emile ou de l’éducation...................................................................................................................................................................19
Negative education.....................................................................................................................................................................19
Natural education and cultural criticism.....................................................................................................................................20
Observation and illustration.......................................................................................................................................................20
Happiness....................................................................................................................................................................................20
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,lecture 5: education in the 19th century..............................................................................................................................................21
evolution towards frontal instruction.............................................................................................................................................21
education in the long 19th century..............................................................................................................................................21
education for al … really?............................................................................................................................................................22
pedagogical theory..........................................................................................................................................................................22
Johann henrich pestalozzi...........................................................................................................................................................22
Johan friederich Herbart (1776-1841)........................................................................................................................................23
the true rise of the modern school? (the 20th century and progressive education)......................................................................24
the schooling society...................................................................................................................................................................24
education in the ‘century of the child’ : the emergences of the new education movement.........................................................24
Lecture 6: progressive education: a focus on two protagonists if the new education movement....................................................25
Montessori Maria (Italy).................................................................................................................................................................25
Freinet Celestin (France).................................................................................................................................................................26
some conclussions: critical remarks................................................................................................................................................28
lecture 7: interpreting our educational past : a focus on 5 important narratives..............................................................................29
discovery of childhoord (Philippe Ariès).........................................................................................................................................29
Philippe Aries...............................................................................................................................................................................29
civilization theory (Norbert Elias)....................................................................................................................................................30
norbert elias................................................................................................................................................................................30
normalization theory (Michel Foucault).........................................................................................................................................31
Michel foucault...........................................................................................................................................................................31
Grammar of schooling/educationalisation.....................................................................................................................................32
Biografy of Rudolf Steiner...............................................................................................................................................................33
Characteristics of Steiner/waldorf education.................................................................................................................................33
Belief in an evolutionist development of both individuals and humanity as a whole................................................................34
development of Steine education since the 1920s.........................................................................................................................34
Some problems of current historiography on Steiner education...................................................................................................34
How to overcome these problems?................................................................................................................................................34
lecture 8: retracing the emergence of special education around 1800.............................................................................................35
histories of special education..........................................................................................................................................................35
humanitarian & historical materialist accounts..........................................................................................................................35
Taking a different perspective: problematization.......................................................................................................................37
a different set of questions.........................................................................................................................................................38
what do these texts tell us..........................................................................................................................................................39
conclusions..................................................................................................................................................................................39
lecture 9: listening to sounds and silences in the history of education..............................................................................................40
sound studies and sound histories..................................................................................................................................................40
origin of sound studies: soundscape...........................................................................................................................................40
sound histories............................................................................................................................................................................40
sounds and silences in the historiography of education................................................................................................................41
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, monitorial education (Lancaster & Bell system).........................................................................................................................41
lANDAHL’S “SOUND OF AUTHORITY”.........................................................................................................................................41
some historical examples of silence’s educational value...............................................................................................................42
1. jean baptiste de la Salle (1720)...............................................................................................................................................42
2. Maria Montessori (1905)........................................................................................................................................................42
How quiet helps at school (1953)...............................................................................................................................................43
. A.S. Neill (1960).........................................................................................................................................................................43
conclusion: the educationalization of silence.................................................................................................................................44
things you definitly should remember........................................................................................................................................44
Possible exam question...............................................................................................................................................................44
lecture 10: education and the problematization of shyness..............................................................................................................45
introduction : little recap................................................................................................................................................................45
central question of this class...........................................................................................................................................................45
Towards a history of shyness..........................................................................................................................................................46
the cultural history of shyness....................................................................................................................................................46
3 Historical explanations for the problematization of shyness......................................................................................................46
1. the cilt of personality..............................................................................................................................................................46
2. the loss of psychoanalysis and the rise of psychopharmaceutics...........................................................................................47
3. Behavioristische psychologie..................................................................................................................................................47
so what about the shy child and did the problematization of shyness indeed started around the beginning of the 20 th century?
.........................................................................................................................................................................................................47
Refrom pedagogy and personality..............................................................................................................................................47
shyness and educational practice...............................................................................................................................................48
ALREADY AT THE END OF THE 18TH CENTURY.............................................................................................................................48
CONTEMPORARY RESISTANCE AGAINST THE PROBLEMATIZATION OF SHYNESS..........................................................................48
CONCLUSIONS.................................................................................................................................................................................48
lecture 11: making sense of HIV/aids – the sensitive historian of education.....................................................................................49
COVID 19........................................................................................................................................................................................49
Leprosy and the construction of racial hierarchies.........................................................................................................................49
the school and the fight against tuberculosis around 1900...........................................................................................................49
Polio and the construction of difference in the 40’s and 50’s........................................................................................................50
stigmatization of HIV/AIDS patients................................................................................................................................................51
listening to counter narratives........................................................................................................................................................51
archival traces of De Duve..............................................................................................................................................................51
conclusions......................................................................................................................................................................................51
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Ramzi Doha
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