History of Education

History Teaching, Imperialism and Decolonization in the Anglo-Egyptian Sudan (1945-1958)

by Iris Seri-Hersch

PhD dissertation defended on May 17, 2012 at Aix-Marseille Université. Written in French.

Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates... more Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates school history in late colonial Sudan. Didactic materials, prescribed contents and pedagogic practices are analyzed against the background of five major developments of the 1945-1953 period: the shifting of British imperialism in Africa towards “paternalist-progressive” policies aiming at preparing colonial peoples for self-government; the polarization of British and Egyptian positions on the Sudanese issue; mounting rivalries between the independentist and unionist wings of Sudanese nationalism; the hasty unification of Northern and Southern Sudan after more than half a century of separate rule; and Northern Sudanese policies of Arabization and Islamization in the South as a tool for achieving “national unification”.
In a second part, the innovative character of post-WWII history teaching in Sudan is assessed by examining earlier patterns of Sudanese school history. History teaching in late colonial Sudan is then compared with history teaching in other territories of the (ex-)Empire (Uganda, North Rhodesia, Nigeria, Egypt, India, Great Britain). Two central postcolonial issues are further explored, namely the decolonization of school historical narratives after independence (1956) and the role of history teaching in fuelling the North-South conflict in Sudan.

They Turned a School Into a Jungle! How The Blackboard Jungle Redefined the Education Crisis In Postwar America

by Adam Golub

Published in Film and History: An Interdisciplinary Journal of Film and Television Studies 39.1 (Spring 2009): 21-30.

Lo studio delle lingue estere nell’Arma dei Carabinieri Reali: profili storici (1929-1941)

by Flavio Carbone

the paper was published in “Rassegna dell’Arma dei Carabinieri”, anno LII - n. 2 aprile/giugno 2004, pp. 101-115. you can see the article at the url http://www.carabinieri.it/Internet/Editoria/Rassegna+Arma/2004/2/Studi/101-00.htm.

In the paper, the author tries to write some words on the big effort led by the Carabinieri General Headquarters... more In the paper, the author tries to write some words on the big effort led by the Carabinieri General Headquarters during the period from 1929 to 1941, when the Carabinieri General Headquarters decide to improve the training for NCOs and NCOs cadet to improve the languages studies. In that way were studied foreign languages useful for the everydays life close to the border

Nineteenth-­‐Century Natural Theology, Oxford Handbook of Natural Theology, Russell Re Manning (ed.), (Oxford: Oxford University Press, 2013).

by Matthew Daniel Eddy

Natural theology came in different varieties during the nineteenth century. It functioned both as a way of seeing... more Natural theology came in different varieties during the nineteenth century. It functioned both as a way of seeing nature but also as a way of being in the world. This essay explores the intellectual and experiential facets of design arguments by focusing on who promoted them and, just as important, why they appealed to so many people on a daily basis. In short, we learn that natural theology was a way of knowing and doing. The essay is structured around three kinds of natural theologians: philosophers and theologians, savants and scientists, priests and pedagogues. Whilst I take care to address well-known names like William Paley and Charles Darwin and classical disciplines like physics and theology, my larger aim is to show the appeal of design to middle class readers and authors (especially women) and to the founders of the emerging human sciences like biomedicine and evolutionary anthropology.

“Tiempo de guerra, tiempo escolar. Vivencias de la Guerra del Pacífico en los Liceos de Hombres en Chile (1879-1883)” en Carlos Donoso Rojas y Gonzalo Serrano del Pozo (editores): Chile y la Guerra del Pacífico. Ediciones Bicentenario, Santiago, 2011, pp.25-37.

by Pablo Toro Blanco

Els professors d'institut al segle XIX

by Carles Sirera Miralles

Se trata de una conferencia en el VI Congrés d'Història de l'educació que se encuentra en prensa. El texto está colgado a modo de borrador para su consulta. La mayoría de información referida se encuentra en mi libro: "Un título para las clases medias" y la formación del profesorado es tratado con más extensión.

Hats, Heels, and High Ideals: The Student Dean Program at Syracuse University, 1931-1960

by Thalia Mulvihill

"An Opinion of Our Own": Education, Politics, and the Struggle for Adulthood at Dartmouth College, 1814-1819

by Jane Fiegen Green

History of Education Quarterly, Vol. 52, No. 2 (May 2012): 173-195

Historians, legal scholars, and education scholars have analyzed Dartmouth v Woodward (1819) based on the writings of... more Historians, legal scholars, and education scholars have analyzed Dartmouth v Woodward (1819) based on the writings of the conflict's adult stake-holder. This article shifts to focus to explore Dartmouth students' responses to the political battle over the College's management in the 1810s. Through an analysis of student writings and the activities of student literary societies, this article shows how Dartmouth students used conceptions of maturity to positioned themselves as a central constituency within the legal dispute. By controlling the enrollment at Dartmouth and their own student libraries, students leveraged their definition of maturity to counter the states’ attempt to control the institution. The students’ involvement in the Dartmouth case reflected their changing view of youth and represents a cultural shift away from the disinterested ideal of the Early Republic.

Studenti cristiani e scuola pagana. Didaskaloi, logoi e philia dal Discorso di ringraziamento a Origene all'Orazione funebre per Basilio di Gregorio Nazianzeno

by Leonardo Lugaresi

Gregory of Nazianzus devotes a significant part of his funeral oration for Basil (or. 43,14-24) to reminiscences of... more Gregory of Nazianzus devotes a significant part of his funeral oration for Basil (or. 43,14-24) to reminiscences of their student years in Athens. The article proposes a new interpretation for that part of the oration, in the context of the problem of relations between Christians and the standard education system. Christians attended pagan schools without ever attempting to found schools of thier own. This must have created difficulties for them given the pagan inspiration of the traditional school curriculum. Origen's school at Caesarea seems to have represented a brilliant and original solution to the problem, as described in the Panegyric attributed to Gregory Thaumaturgus, but it was crucially dependent on the exceptional personality of its teacher. In the fourth century, Basil indicates his desire to follow the same inspiration in his Exhortation to the Young, explaining to Christian students how to study the pagan authors. In reality though, his discourse lacks real knowledge of practical educational issues. Gregory of Nazianzus seeks to fill this gap by means of example of his and Basil's experience in Athens, arguing that Christian friendship can play a key role in "conversion" of the Greek paideia

Studenti cristiani e scuola pagana. Didaskaloi, logoi e philia dal Discorso di ringraziamento a Origene all'Orazione funebre per Basilio di Gregorio Nazianzeno

by Leonardo Lugaresi

Gregory of Nazianzus devotes a significant part of his funeral oration for Basil (or. 43,14-24) to reminiscences of... more Gregory of Nazianzus devotes a significant part of his funeral oration for Basil (or. 43,14-24) to reminiscences of their student years in Athens. The article proposes a new interpretation for that part of the oration, in the context of the problem of relations between Christians and the standard education system. Christians attended pagan schools without ever attempting to found schools of thier own. This must have created difficulties for them given the pagan inspiration of the traditional school curriculum. Origen's school at Caesarea seems to have represented a brilliant and original solution to the problem, as described in the Panegyric attributed to Gregory Thaumaturgus, but it was crucially dependent on the exceptional personality of its teacher. In the fourth century, Basil indicates his desire to follow the same inspiration in his Exhortation to the Young, explaining to Christian students how to study the pagan authors. In reality though, his discourse lacks real knowledge of practical educational issues. Gregory of Nazianzus seeks to fill this gap by means of example of his and Basil's experience in Athens, arguing that Christian friendship can play a key role in "conversion" of the Greek paideia

'Take this Normal Class Idea and Carry it Throughout the Land': Sunday School Teacher Training in Ontario, 1870-1890

by Patricia Kmiec

published in Historical Studies in Education, Spring 2012

Bildung und Kultur. Ästhetische Grundlagen der Vergleichenden Pädagogik, in: Manuel Fröhlich et. al: Bildung und Kultur - Relationen, Jena 2012, pp. 53-80

by Karsten Kenklies

Volt-e a magyar filozófiaoktatásnak aranykora?

by László Gergely Szücs

A filozófiatanítás helyzetéről szóló konferenciákon elhangzó panaszos felszólalások gyakran arra a homályos érzésre... more A filozófiatanítás helyzetéről szóló konferenciákon elhangzó panaszos felszólalások gyakran arra a homályos érzésre épülnek, hogy a magyar filozófiatanítás helyzete valaha jobb volt. Olykor úgy érezzük, hogy a klasszikus műveltséget előtérbe állító gimnáziumokban a filozófia tantárgyra fontos szerep hárult. Jól érezzük-e ezt? Volt-e a magyar oktatástörténetnek olyan korszaka, amelyre filozófus és filozófiatanár nosztalgiával gondolhat vissza?

A „krachos liberalizmustól” a „magyar világnézetig” A filozófiatanítás helyzete és versengő társadalomképek (1879-1948)

by László Gergely Szücs

A tanulmány három történeti korszak – a dualizmus kora, a két világháború közötti időszak és az 1945-től 1948-ig... more A tanulmány három történeti korszak – a dualizmus kora, a két világháború közötti időszak és az 1945-től 1948-ig terjedő időszak – magyar állami gimnáziumainak filozófiaoktatását vizsgálja, továbbá a szellemi közeget, amelynek befolyása volt (vagy lehetett volna) a magyarországi filozófiatanítás alakulására. A „szellemi közeg” feltérképezésénél a tantervek kialakításánál döntő szerepet játszó, közismert neveléselméleti szerzők (Kármán Mór, Lubrich Ágost, Weszely Ödön, Kornis Gyula, Prohászka Lajos, Imre Sándor, Karácsony Sándor, Kiss Árpád) gondolatait mint filozófiai elméleteket tekinti át, és megnézi, hogy e tantervelméleti írók filozófiai érzékenysége elősegítette-e a filozófia tantárgy előtérbe kerülését.

Die Entstehung eines Gesetzes: Österreichische Hochschulpolitik in den 1950er Jahren

by Thomas Koenig

reviewed, to be published in Österreichische Zeitschrift für Geschichtswissenschaft 2012, Vol. 23(2)

The article investigates the political debate around the Austrian University Organisation Act from 1955. It focuses on... more The article investigates the political debate around the Austrian University Organisation Act from 1955. It focuses on three fields of dispute: The autonomy of the universities, the appointment procedure of professors, and the question of (parliamentary) control of the powerful ministry of education. Based on yet uncovered sources from the Austrian State Archive, the paper explains why, despite suggestions to alter the system at the three "neuralgic" issues mentioned, Austrian higher education in the 1950s remained in firm hands of the conservative elite that dominated Austrian universities.

Recensión realizada: ‘Patricia O Connell (1927-2006), historiadora de los colegios ibero-irlandeses’ The Irish College at Lisbon: 1590-1834 (Dublin, 2001), Hispania Sacra, LXII, 125, enero-junio 2010, 331-364, ISSN: 0018-215-X.

by Benjamin Hazard

Progress or stability? An historical approach to a central question for moral education

by Tal Gilead

Published in: Journal of Moral Education, 38/1, 2009, 93-107

This article aims to problematise and shed some new light on the idea that moral education should be oriented toward... more This article aims to problematise and shed some new light on the idea that moral education should be oriented toward constant progress. Looking to uncover the philosophical foundations of this idea, the article examines its first historical appearance and its initial historical development, which took place in eighteenth‐century British and French educational thought. The article reveals that this idea grew out of an attempt to base morality and moral education on reason and human nature. It explains how this attempt led to a preference for generating constant progress over maintaining social and moral order. The emergence of this idea had a deep impact on views regarding the nature of the interrelations between moral education, individuals and society. Discussing the tension between progress and stability, the article shows that the more progress was sought, the less moral education was seen as having to initiate individuals into existing society. The article concludes by briefly connecting the historical investigation conducted in it to subsequent and current debates about moral education.

The Role of Education Redefined: 18 th century British and French educational thought and the rise of the Baconian conception of the study of nature

by Tal Gilead

Published in: Educational Philosophy and Theory 43/10, 2011, 1020-1034

The idea that science teaching in schools should prepare the ground for society's future technical and scientific... more The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated by educational thinkers who remained committed to the traditional aims of teaching about nature. Yet in the second half of the 18th century a change has occurred; educational thinkers started to embrace Baconian ideas and therefore argued that science teaching should be oriented towards generating future scientific progress. Analysing the work of 18th century French and British educational thinkers, this article links the emergence of this new view to developments in the understanding of natural philosophy and to a rising interest in it. It is argued, however, that in themselves, these developments could not adequately explain why Baconian ideas started to influence educational theory in the time in which they did. It is maintained that the incorporation of Baconian ideas into educational thought resulted from a fundamental theoretical shift in the understanding of the role of education itself.

On pliability and progress: challenging current conceptions of eighteenth-century French educational thought

by Tal Gilead

Published in: London Review of Education, 7/2, 2009, 101-112

Examining the educational writings of three of the eighteenth‐century’s most innovative thinkers, the Abbé de... more Examining the educational writings of three of the eighteenth‐century’s most innovative thinkers, the Abbé de Saint‐Pierre, Morelly and Helvétius, this article challenges the currently accepted view that it was a belief in human pliability which gave rise to the contemporary groundbreaking faith in the power of education to improve society. The article delineates an intellectual process that culminated in the stance that man’s innate behavioural tendencies are unalterable. It argues that, at least prior to Rousseau, the eighteenth‐century faith in the power of education to improve society rested on a conviction that it is possible to beneficially direct man’s fixed behavioural tendencies.

THE PROVENANCES OF ECONOMIC THEORY'S IMPACT ON EDUCATION: FRENCH EDUCATIONAL THOUGHT AT THE END OF THE ANCIEN RÉGIME

by Tal Gilead

Published in: Educational Theory, 61/1, 2011, 55-73

Today, the influence of economic thought on educational theory is evident. It seems to weaken, however, the further we... more Today, the influence of economic thought on educational theory is evident. It seems to weaken, however, the further we travel back in history. In this article, Tal Gilead examines the historical origins of this influence. He shows that it first emerged in French educational thought during the second half of the eighteenth century. Through analyzing a number of books on educational theory from this period, Gilead demonstrates the educational impact of two innovative economic ideas: first, the idea that wealth stems from the product of the land, and, second, the idea that the wealth of the nation is positively correlated with that of the individuals composing it. Gilead argues that these economic ideas contributed to the emergence and spread of progressive notions regarding the scope, nature, and aims of educational provision. He especially stresses the role that these economic ideas played in transforming contemporary attitudes toward the education of the poor.