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Voorbeeld
  2.  
  3. Katholieke Universiteit Leuven (KU Leuven)
  4.  
  5. Schakeljaar Pedagogische Wetenschappen
  6.  
  7. History of Education (POT31A)

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Summary Begrippenlijst History of Education
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  • Vak
  • History of Education (POT31A)
  • Instelling
  • Katholieke Universiteit Leuven (KU Leuven)

Deze begrippenlijst heb ik gemaakt ter voorbereiding voor het openboek examen in juni . Het document start met een handig overzicht per pagina van de begrippenlijst welke begrippen je erop kan terugvinden. Idealiter gebruik je dit document samen met mijn samenvatting die je ook op mijn profiel kan...

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Voorbeeld 5 van de 24  pagina's

Document informatie

  • 11 oktober 2023
  • 24
  • 2022/2023
  • Samenvatting

Onderwerpen

  • history of education
  • hoe
  • begrippenlijst
  • colonization
  • progressive education
  • montessori
  • freinet
  • disability
  • disability studies
  • special education

Geschreven voor

  • Katholieke Universiteit Leuven (KU Leuven)
  • Schakeljaar pedagogische wetenschappen
  • History of Education (POT31A)
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Voorbeeld van de inhoud

BEGRIPPENLIJST HISTORY OF EDUCATION 2022-2023
Pagina 1
Educationalization, past, history, historiography, historiography of education, primary and secondary
source material, presentism, presentist mistake

Pagina 2
Silences mean that history is never neutral, political use of history, educational historiography, ego-
document, historicism, historicizing, consciousness, decentering the subject (historicizing), notion of the
archive, linguistic turn

Pagina 3
Perspectivism, transparency, choice making, hagiographical accounts, progressive narrative,
instrumentalization of the past, reproduction of inequality (Marx), social historian, new cultural history of
education

Pagina 4 Visual turn, reconstruction of subjectivities, changing views on discipline, monitorial education/system,
tension between history – pedagogy, historian of education, general historian, 3 duties of historian of
education, principles of educationalization, social goals through education, educational monopoly, the
original sin, reformation, counter-reformation

Pagina 5
Humanism, Education, Religious economy, Turning point of discovery of the child = 17th century (: the
discovery of the child), Start(ing) complex, Dichotomous approach, Parent mistakes, Simultaneous
method, Punishment, The enlightenment

Pagina 6
The enlightenment, French revolution, Rationalism, Empirism, Tabula rasa, Theory of mind, Molyneux’s
problem, Pre-enlightenment prejudices

Pagina 7 Manualism (deaf), Oralism, Politics of education, The rise of disciplinary power, Space, Time, Bodies,
Paradox between freedom vs. authority, Epistemological power

Pagina 8
State education, Free education, Secular education, Contrasting traditional Enlightenment attitude
towards culture, Self-correcting effect of nature, Slavery, Negative education, Sensorial education,
Childhood and/as development, Adapted to the lived reality, Sensorial apparatus

Pagina 9
Spoiled child, Conscience, Meritocracy, Political nationalism (Rousseau), Cultural nationalism (Herder),
Nature, Education (as looked at by Rousseau)

Pagina 10
Civilization, Impairment, Disability, Inclusion, Salamanca statement, Abbe de l’Épéé, Valentin Hauy, Sign
language, Disabilities in a humanitarian approach, Disabilities in a historico-materialistic approach

Pagina 11 Deaf education, Problematization of disability (Michel Foucault), Discursive, Non-discursive, Solitude

Pagina 12 Masturbation – solitary sex, Mobile charitable system, National system of education is a living thing,
Sputnik, National defense education act (NDEA), Pestalozzi on Education, Modernity (Pestalozzi), Crisis of
classical republicanism

Pagina 13
Diary, How Gertrude teaches her children, Nation states, History of education Pestalozzi,
Psychologisation, Progressive education (end of 19th century-beginning 20th century), Montessori
method

Pagina 14 Casa Dei Bambini (= children’s house), Power relation, Freedom, Discipline through liberty + active
discipline, Clumsiness




1

,Pagina 15 Montessori & fascism, Montessori & communism, Freinet, Freinet school, The grammar of schooling,
Dalton plan, Silence chair, Silence, Soundscape (Murray Schafer)

Pagina 16
High-fi acoustic environment, Low-fi acoustic environment, Shizofonia – shizofonic, Sound studies,
Sounds and silences, Acoustic wave, The sound ear, Sound histories, David Hendy on noise, Sensorial
apparatus

Pagina 17 Withdrawal places -Cozy places, Rhythmic movement, Education of feelings (Alice Yardley), Rise of silent
classrooms, Un très grand silence, Silent reading didactics, Child study movements

Pagina 18 Reading farce argument, Noise, Sound and power, The Magic Forest, Shy/shyness, Character to
personality societies, Medicalization of shyness, Shyness and society, De onderzoeker – The Researcher,
Social Darwinism

Pagina 19
“listening schools” – Maria Montessori, Silence games – silence lessons, Roaring 60’s, Education:
continuum of freedom and authority, Fascist regimes and authorian education, T4 campaign, Fascist
curricula

Pagina 20
Anti-authoritarian pedagogy, Summerhill (a school), Hippie movement and education, Anti-authoritarian
education, Deconstructing, Freedom >< civilization, Amputation of hand sculpture (Ruiterstandbeeld),
Scramble for Africa, Conference of Berlin (1884)

Pagina 21 Congo Free State, Belgian Congo until 1960, Colonial education , Cooperation state and church,
Utilitarianism, Indigenist, Paternalism, Evolués




2

,1

Begrip Uitleg Tekst + Samenvatting
evt p. +
nummer paginanummer
Educationalization The social tendency to behave as if social problems could T2: p.447 p. 2, 9, 10, 11, 43, 47,
be solved by educational means 49, 51, 70
It is a puzzling paradox
Whatever the problem is, we give it to education

Past Collection of events before time we live in right now. Not T1: p.1 p. 2
immediately available anymore but you need a medium to
say something about it. Historians try to make sense of our
past but we cannot reconstruct it truthfully (= everything
is an interpretation)

Good historian tries to come as close as they use p. 3
vocabulary that is being used in that particularly time
period to construct the past. If one uses contemporary
language, it cannot represent the lived reality. p. 42

Each present always has a (pre)history that informs us
about how things have become and why we think about
things the way we do ex. schooling is an outcome of the
past. If we realize this, we understand school better &
work better with the school.

History A science that refers to some kind of order in the here & T1: p.16 p. 2
now by a historian that he/she found in an archive and is
related to past events/figures/actors.

Historiography A reflection on how we can and should write histories. p. 2
Relates to a critical reflection on how to do, reflect on,
write about the history of education.

Historiography of From studying (and celebrating) famous pedagogues to p. 64
education critically analyzing education power relations.

Primary source Everything that has been written/published/printed in the p. 2
material past, where a historian has not yet added some additional
meaning to reconstruct our educational past.

Secondary source Something where the historian represents primary source p.2
material material in such a way that it adds some sort of
interpretation to it. Secondary refers to the fact that there
is an activity performed.

Presentism Making use of contemporary objects / values / judgements p.2-3
/ vocabulary to say something about the past. Judging or
speaking about the past by means of contemporary
language.

Presentist mistake Making use of vocabulary that is nowadays accepted but it p. 3
did not exist in the “…” century ex. Zappelphilip who is
now identified as a boy with ADHD, but did not exist back
then so we cannot use this.

Silences mean that Things/persons/events which are not spoken or written p. 3
history is never about. Silences are often representative for the way these
neutral things, persons or events are treated in contemporary
societies ex. disabilities, gender (female)

1

,Political use of The past is reconstructed in such a way that it contributes T1: p. 12 p. 3
history to the identity formation of a particular group and there is political
always some political power involved. energies in
archives is
mentioned
Educational The way we look at the past is constantly changing, p. 4
historiography although we cannot change the past it itself. Histories that
we reconstruct change throughout because we give
different motivations, use different sources,…

There a some reasons why we should be interested in
history of education

Ego-document Documents written by children/teachers/… to include p. 4
their perspective in the stories we write to come close to
the actual events that happened.

Historicism - Focus on the past: exact copy with nothing left T1: p1, 2, p. 5-6
out or added, everything that happens in the here 14-20
and now is not important
- Man is the engine of history: everything the
outcome of human actions T1: p. 4
- Archives are the pre-eminent repository of truth:
best place to encounter the truth T1: p. 11-13
- Linear ideal of progress: everything in the past is
bad and uncivilized
- Continuity OR discontinuity: past either remains
or changes but can’t be both

Historicizing - Focus on the present p. 5-6
- Man is the result of history T1: p.15-19
- Archive is constructed an truth is always T1: p. 14,
perspectival: the archive is not THE truth because 18-19
always decisions involved made by archivists &
others
- Intertwining of complex and coincidental
processes: some things deteriorated, others
stagnated and some things improved
- Continuity and discontinuity

Consciousness Consciousness in the homeless mind constitutes self- T1: p. 6-7 p. 5, 7
reflective practice embodied in historicism. Their
processes have an autonomy and authority to prescribe
processes of change. Thought is the “conscious’ process of
logically ordering ideas as concept that represent and
control nature.

Decentering the Decentering is to engage the complex intersections that T1: p. 15
subject produce principles that govern what is thought, talked
(historicizing) about,… in the making of the subject. It asks about how
identities of subjects ore produced in uneven time.

Notion of the T1: p.18
archive
Linguistic turn The language we use cannot be considered as neutral, it p. 6
adds something. Represents AND creates the world we
live in. Contains morals and values.
Perspectivism Scientists are bound to this because we cannot represent p. 6
the past truthfully, we have to reflect in a critical way what
we leave out of a story and add to it.


2

, Transparency Make clear what decisions were made to create a certain p. 6
story and look critically at the histories other historians
write

Choice making Historical actors decide what is important to preserve and T1: p.11, p. 7
what is not: in the end a story made by a historian, this is 12, 14
based on the choices of an individual to make a choice
what is to be preserved and what Is not
T1: 2
Also when people study archives you can’t read everything
so you make choices on what you read and sometimes you
only read parts.
Hagiographical Focus was on well-knows educators, focus was on Saints p. 7
accounts and they never did anything bad

Progressive History goes from bad to good p. 7
narrative
Past tied to the present & future provides principles about T1: p. 9
society & individuality. It identifies traditions that the
present has overcome to make a new future possible.

Instrumentalization History is offered so future teachers could cope better p. 7
of the past with difficulties they encountered when teaching children
in their classrooms

Reproduction of School is not neutral but there is a societal inequality p. 8
inequality (Marx) between who have money and don’t have it, and schools
contribute to this

Social historian Not only interested in how this inequality happened but p. 8
realizes it happens here and now

New cultural HoE evolves through time. Most recent paradigm in the T1: p.17 p. 8, 9
history of history of educational historiography: visual turn +
education (NCHE) material. Contains a critical approach of the here and and
now. Focus is on the role of education is construction of
subjectivities: how they are produced. Who we are is not
natural but belongs to society.
Focuses on innovative themes.
Critical mindset: goal is to initiate discussions and oppose
all too one-sided instrumental and technical approaches to
upbringing & education.

Consists of quantative and qualitative parts:
- Quantitative: more educational institutions and T2: p.447
more people expected to go to school
- Qualitative: process in which solving social
problems become more the school’s
responsibility, increasingly expecting from people p.63, 64
that they learn certain things

Adds an interest for the cultural and sensorial dimension:
it is interesting to pay attention to what can be heard in
the past.

Several theoretic approaches triggered the NCHE. The
historian of education always pays attention to a diversity
of source material and not a romanticizing approach.
Visual turn Historians start to make use of visual things in their p. 8
analysis


3

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