Espacio Tiempo y Educacion最新文献_第6页

Life reform, educational reform and reform pedagogy from the turn of the century up until 1945 in Hungary 匈牙利从世纪之交到1945年的生活改革、教育改革和教育学改革

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.284

A. Nemeth, B. Pukánszky

{"title":"Life reform, educational reform and reform pedagogy from the turn of the century up until 1945 in Hungary","authors":"A. Nemeth, B. Pukánszky","doi":"10.14516/ete.284","DOIUrl":"https://doi.org/10.14516/ete.284","url":null,"abstract":"Since the end of the 19th century, the modernisation processes of urbanisation and industrialisation taking place in Europe and the transatlantic regions have changed not only the natural environment but also social and geographical relations. The emergence of modern states changed the traditional societies, lifestyles and private lives of individuals and social groups. It is also characteristic of this period that social reform movements appeared in large numbers – as a «counterweight» to unprecedented, rapid and profound changes. Some of these movements sought to achieve the necessary changes with the help of individual self-reform. Life reform in the narrower sense refers to this type of reform movement. New historical pedagogical research shows that in the major school concepts of reform pedagogy a relatively close connection with life reform is discernible. Reform pedagogy is linked to life reform – and vice versa. Numerous sociotopes of life reform had their own schools, because how better to contribute than through education to the ideal reproduction and continuity of one’s own group. Our work ties in with this pedagogical research direction. The background to the first part of the study is a long-term project aimed at promoting contacts in life reform and reform pedagogy in the Austro-Hungarian monarchy and later in Hungary. In the second part we analyse the process up to 1945, in which the ideas of life reform and the elements of reform pedagogy were institutionalised and integrated into the official pedagogical guidelines of the Hungarian universities.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"157-176"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

La formación profesional vista a través de NO-DO (1943-1981): Propaganda e ideología en un pasado reciente 通过NO-DO（1943-1981）看到的职业培训：最近的宣传和意识形态

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.251

María Dolores Molina Poveda, C. Blanco

引用次数: 1

Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19) 为什么中世纪历史在希腊备受争议?新课程拜占庭时期教学范式的修正(2018-19)

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.314

Angelos Palikidis

{"title":"Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19)","authors":"Angelos Palikidis","doi":"10.14516/ete.314","DOIUrl":"https://doi.org/10.14516/ete.314","url":null,"abstract":"In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19 th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19 th and 20 th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"177-191"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42759797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Los edificios escolares de primera enseñanza de Almudévar (Huesca, España) (1923-1936) 阿尔穆德瓦尔（西班牙韦斯卡）的第一教学楼（1923-1936年）

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.317

Mónica Vázquez Astorga

引用次数: 0

Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France 采访法国亚眠皮卡第儒勒·凡尔纳大学教育学教授布鲁诺·波塞博士

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.391

Ismaïl Ferhat

{"title":"Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France","authors":"Ismaïl Ferhat","doi":"10.14516/ete.391","DOIUrl":"https://doi.org/10.14516/ete.391","url":null,"abstract":"Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laicite») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Amenois de Recherche en Education et en Formation, specialized in educational studies), at the University of Picardie Jules Verne. He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educacion , in spite of the difficult sanitary situation in France, in April 2020.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"249-254"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mobility of Scholars, Expansion of Linguistic / Cognitive Space, and Translation. Asian Education in Modern Time. Presentation 学者的流动、语言/认知空间的扩展与翻译。近代亚洲教育。演讲

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.398

Shin’ichi Suzuki, P. Rao

{"title":"Mobility of Scholars, Expansion of Linguistic / Cognitive Space, and Translation. Asian Education in Modern Time. Presentation","authors":"Shin’ichi Suzuki, P. Rao","doi":"10.14516/ete.398","DOIUrl":"https://doi.org/10.14516/ete.398","url":null,"abstract":"Taking modern time into historical considerations, the era from the mid-19 th century to the end of the 20 th century was full of heterogeneous facts and events, including the two World Wars. Of such diverse national histories, movement of people crossing borders was common to a greater extent for Asians. In this special edition, v. 7, n. 2 (2020), the editors choose first the mobility of students as a common trend in history. The second commonality is the problems of language teaching. Japan introduced modern knowledge and skills from Europe and America. It was urgent to acquire languages of European people so that they might understand European thought and institutions as correctly as possible. Another question addressed in this Special Issue is what kind of translation there could be between nations. This kind of question reminds us of a common task for the Asians to establish their national languages. Mutual dialogue between different nations should require either common language or translation. The translation must cover not only vocabulary but concept and way of thinking. Special attention is paid too to the question of the types of tertiary education institutions which were modified into plural forms, and their curriculum and teaching styles were also re-directed towards capabilities adaptable to market needs.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"517 4","pages":"1-3"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41274193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Building Dialogue Among Nations Through Educational and Cultural Cooperation: The Case of Burundi and the P.R. China 通过教育和文化合作建立国家间对话——以布隆迪和中华人民共和国为例

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.305

Hermenegilde Rwantabagu

{"title":"Building Dialogue Among Nations Through Educational and Cultural Cooperation: The Case of Burundi and the P.R. China","authors":"Hermenegilde Rwantabagu","doi":"10.14516/ete.305","DOIUrl":"https://doi.org/10.14516/ete.305","url":null,"abstract":"The aim of the present paper is to highlight the process of educational and cultural cooperative between China and African countries, particularly Burundi, the gap it came to fill and the positive outcomes it has generated. It is essentially based on a review of existing relevant documentation. African Universities were born during a period marked by rapid change as most of the countries of the continent were achieving independent nationhood. In this context, those young institutions were assigned the daunting task of contributing to national development through research activities and by producing competent manpower to help in solving the complex problems facing those societies. To this end, African states have sought to enhance the performance of their higher education systems through cooperation with China an emerging but experienced country. Hence, since the 1960s, China has been granting scholarships and other facilities to prospective African leaders and technocrats to study in different regions of the host country. Within this framework, Burundi has enjoyed cooperation assistance from the P.R. China, in economic, medical, cultural and educational matters since independence. This has helped the country to build the capacity of its education system, particularly higher education. We may conclude by saying that the offering of scholarships, the exchange of scholars, artistic performances on both sides as well as the widening Chinese language teachin programme in schools and universities through the Confucius Institute have gone a long way in promoting intercultural appreciation and understanding between the two countries. In this perspective, there is a need for highlighting the extent to which China-Burundi educational and cultural cooperation has contributed the building of mutual understanding between, the two countries.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"83-99"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Convents as Transnational Education Spaces in the Long Nineteenth Century 19世纪漫长的跨国教育空间——修道院

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.306

Deirdre Raftery

引用次数: 0

Umeko Tsuda: a Pioneer in Higher Education for Women in Japan 津田梅子:日本女性高等教育的先驱

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.313

Mari Kunieda

{"title":"Umeko Tsuda: a Pioneer in Higher Education for Women in Japan","authors":"Mari Kunieda","doi":"10.14516/ete.313","DOIUrl":"https://doi.org/10.14516/ete.313","url":null,"abstract":"This article explores the life and achievements of Umeko Tsuda, who played a pioneering role in higher education for women in Japan in the early twentieth century. In 1871, the Japanese government sent five girls to the United States to study. They were expected to become models for Japanese women when they returned. Six-year-old Umeko Tsuda was the youngest among them, and she remained in the United States for eleven years until she had graduated from high school. We trace her steps historically in order to highlight the experiences which drove her to work to raise women’s status in Japan. The first biography of her, by Toshikazu Yoshikawa, was reviewed by Umeko herself, and in the years since other researchers have analysed Umeko’s life from various viewpoints. Umeko’s writings, speeches, and correspondence with her American host family and friends also reveal her thoughts. As an early female returnee, Umeko developed her ideas of what schools for women should be like. With the moral and financial support of close American and Japanese friends, Umeko started her ideal school in 1900 with only ten students. This Tokyo school was the first private institution for higher education for women in Japan. Thus, Umeko’s determination to help Japanese women become more educated and happier was the foundation of Tsuda University, now offering BAs, MAs, and PhDs in a variety of programmes in Tokyo.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"29-45"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43769593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy 二十世纪中期巴西利卡塔的“新学派”。阿图罗·阿科马诺对意大利南部不同教育的贡献

IF 0.3

Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.286

M. D'Alessio

{"title":"The «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy ","authors":"M. D'Alessio","doi":"10.14516/ete.286","DOIUrl":"https://doi.org/10.14516/ete.286","url":null,"abstract":"This article falls within a branch of studies aimed at highlighting the experiences of some neglected protagonists of Italian education through their professional writings. Indeed, school journals and records give an insight into the transformations that the teaching profession and school culture have undergone throughout the years. From such a historiographical perspective, this contribution highlights the «new school» experiment carried out by the teacher Arturo Arcomano (1927-2007) in a small town in Basilicata, a region of Southern Italy, in the mid-twentieth century. By looking at the material held in the private archive of this educator, scholar, professor and politician, particularly his school journals, as well as at the notebooks and school papers produced by his pupils, we can get a sense of the «new life» breathed through the school of Roccanova, where Arcomano applied the teaching methodologies that were becoming popular in those years, like the use of free writing and Freinet’s printing press at school. The Arcomano case study enables us to understand both the resistance and the push towards this experimentation, which was based on a «different» pedagogical culture, and action intended to fit the environmental context. The use of the sources that can be found in Arcomano’s personal archive on the one hand enables us to define the human and professional profile of the teacher, and on the other, contributes to the reconstruction of the renovation process that affected education in Southern Italy in the mid-twentieth century.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"47-67"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1