Espacio Tiempo y Educacion最新文献_第8页

Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s 对爱尔兰中学天主教神职人员霸权的悄然抗争——以1922年独立至1970年代初天主教世俗中学为例

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Espacio Tiempo y Educacion Pub Date : 2021-06-10 DOI: 10.14516/ETE.336

T. O'Donoghue, Teresa O’doherty

{"title":"Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s","authors":"T. O'Donoghue, Teresa O’doherty","doi":"10.14516/ETE.336","DOIUrl":"https://doi.org/10.14516/ETE.336","url":null,"abstract":"From the time of Irish independence in 1922 until the mid-1960s, a cohort of small, lay-run Catholic secondary schools operated in Ireland. They functioned to fill a gap that had existed in the network of Catholic clergy- and religious order-run secondary schools and catered for the minority of the population attending the majority of the secondary schools in the country. The (Catholic) Church authorities, who monopolised secondary school education and resented the intrusion of other parties into what they considered to be their sacred domain in this regard, only tolerated the establishment of lay-run schools in districts where it was not anxious to provide schools itself. This indicated the preference of the Church for educating the better-off in Irish society as the districts in question were mostly very deprived economically. The paper details the origins, growth and development of the lay-owned Catholic secondary schools. The attitude of the Church to their existence is then considered. The third part of the paper focuses on a particular set of lay schools established amongst what had been, for a long time, one of the most neglected areas in Ireland in terms of secondary school provision by the Catholic Church, namely, the Irish-speaking districts in the remote and impoverished areas in the north-west, west, south-west and south of the country, which were officially called the Gaeltacht districts.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43899944","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 Beginning of History: Japanese and Chinese views of the World 历史的开端：日本人和中国人的世界观

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.324

D. Turner

{"title":"The Beginning of History: Japanese and Chinese views of the World","authors":"D. Turner","doi":"10.14516/ete.324","DOIUrl":"https://doi.org/10.14516/ete.324","url":null,"abstract":"The teaching of history is an important way in which the older generation, who control education systems, curricula, content choice and so on, pass on to the younger generation ideas, especially the idea of nationhood, which they hope will form the basis for future national cohesion. The younger generation, however, receive these messages and interpret then through the lens of their own experiences, experiences that they do not share with the older generation. Consequently, the idea of history is re-formed and reformulated by each generation. This paper looks at the role of textbooks, principally history textbooks, in that process. The style of textbooks is to present history as uncontentious, a descriptive account of facts and events. In practice, however, textbooks can only present an arbitrary selection from history, and a crucial decision made by educators is when to start their account – the beginning of history – as this can radically affect the interpretation of events. This facsimile of neutrality stands in sharp contrast to the professional historians’ hope that the teaching of history can develop a critical sense of important and contested events in history. The discussion is illustrated with examples of how history is presented in China and Japan, and how the conflicting accounts serve the interests of the policies adopted by the older generation, but may have unanticipated consequences for the younger generation.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49431657","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

Study Abroad and the Transnational Experience of Japanese Women from 1860s–1920s: Four Stages of Female Study Abroad, Sumi Miyakawa and Tano Jōdai 19世纪60年代至20世纪20年代的留学与日本女性的跨国经历：女性留学的四个阶段，宫川须美和田野Jōdai

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.322

Keiko Sasaki, Yuri Uchiyama, S. Nakagomi

{"title":"Study Abroad and the Transnational Experience of Japanese Women from 1860s–1920s: Four Stages of Female Study Abroad, Sumi Miyakawa and Tano Jōdai","authors":"Keiko Sasaki, Yuri Uchiyama, S. Nakagomi","doi":"10.14516/ete.322","DOIUrl":"https://doi.org/10.14516/ete.322","url":null,"abstract":"This article aims to analyse the study abroad and transnational experiences of Japanese women between the 1860s and the 1920s. First, this article analyses the tendencies, periods, agents (both government-funded and privately-funded), aims and subjects studied in female study abroad in the four stages during this period from school history materials of individual institutions which supported female study abroad. In its later stages, female study abroad tended to strengthen the function of raising leaders of girls’ and women’s education, while in its early stages it tended to introduce a variety of Western culture and academic knowledge. Second, the article focuses on the forms of government- and privately-funded study abroad for women by tracing the study-abroad experience of two women educators in the early 20 th century. Within government-funded study abroad, academic disciplines studied and students’ experiences were controlled by the government and focused on building a national female educational system. However, privately-funded study abroad possessed wider aims. It allowed female students to study various academic disciplines and introduced new international trends for promoting women’s social participation. Most female students who experienced study abroad became pioneers of female education and/or social activities in Japan as a result of their transnational experiences.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119340","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

La enseñanza bilingüe en Mozambique: un acercamiento al proyecto PEBIMO y a su influencia sobre el modelo actual 莫桑比克的双语教学：Pebimo项目的方法及其对当前模式的影响

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.254

Ramón Aguadero Miguel

引用次数: 0

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

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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":null,"pages":null},"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

New Ability Invigorated by ICT and Changing Hegemony in Bringing Up Educated Humans: A Historical Reflection 信息通信技术激发新能力与改变教育人霸权的历史反思

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.321

C. Ishida

{"title":"New Ability Invigorated by ICT and Changing Hegemony in Bringing Up Educated Humans: A Historical Reflection","authors":"C. Ishida","doi":"10.14516/ete.321","DOIUrl":"https://doi.org/10.14516/ete.321","url":null,"abstract":"The aim of this paper is to discuss the changing ideals of ability to be educated in relation to information and communication technology (ICT) applied to tertiary educational spaces. It also examines whether such changes have marginalized students’ capabilities once they become accepted institutional practice. As a result of the development of higher learning since the Meiji restoration, Japan has achieved relatively high standards of «universities for all». Along with this expansion in higher education, Japan has institutionalized diverse learning opportunities. This paper discusses the changes that have been made to skills training in higher education, especially after the introduction of ICT into tertiary learning from the 1980s. First, the author examines the theoretical assumptions of problem setting in this paper, setting out the discussion of «the multitude». Second, there is a review of the historical transition of the concept of skills that university students should acquire. Third, the author describes to what extent the «new concept of ability» has been introduced into the university curriculum, especially in the relationship with the digital environment. Finally, to examine how the above historical background and discussions have been accepted as an effective and practical concept, the author conducted qualitative analysis of several universities’ syllabi data. Through this process, the author considered what aspects of «institutionalized value» (Illich, 1977) occur in the name of skills appropriate to the ICT/AI age. In addition, the author seeks out university attempts to create «commons» in which academic society endeavours to maintain critical and practical potential that forms the general intellect.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43985328","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

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

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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

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）

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

Mónica Vázquez Astorga

引用次数: 0

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)

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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":null,"pages":null},"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

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

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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":null,"pages":null},"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