Dit zijn notities uit het vak history of education. Deze notities zijn gestructureerd en steeds mooi bijgevuld met bijhorende afbeeldingen. In het engels geschreven met hier en daar een nederlandse vertaling. Handig om mee te nemen naar het examen vermits het een Open-boek examen is. notities zijn ...
,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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Ramzi Doha
,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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Ramzi Doha
, 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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