Historia y Memoria de la Educacion最新文献_第5页

Totalitarismos europeos, propaganda y educación. Una historia visual desde los No-Do 欧洲极权主义、宣传和教育。来自非do的视觉历史

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Historia y Memoria de la Educacion Pub Date : 2022-06-20 DOI: 10.5944/hme.16.2022.33582

Ramiro León De Pedro

引用次数: 6

De documentales, libros y pedagogías. A propósito de Film and Reform. John Grierson and the documentary film movement 纪录片、书籍和教学。关于电影和改革。约翰·格里森与纪录片运动

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Historia y Memoria de la Educacion Pub Date : 2022-06-20 DOI: 10.5944/hme.16.2022.33344

Eulàlia Collelldemont Pujadas

引用次数: 0

Muñecos de apego: apuntes para la historia del juguete textil en España 附件玩偶:西班牙纺织玩具历史笔记

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Historia y Memoria de la Educacion Pub Date : 2022-06-20 DOI: 10.5944/hme.16.2022.32605

Pere Capellà Simó

引用次数: 0

La Primera Guerra Mundial en los libros de texto de España y el Reino Unido: un estudio comparativo de competencias, enfoques historiográficos y la secuencia de las actividades 西班牙和英国教科书中的第一次世界大战:能力、史学方法和活动顺序的比较研究

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Historia y Memoria de la Educacion Pub Date : 2022-06-20 DOI: 10.5944/hme.16.2022.30004

Philip Duncan Webb

{"title":"La Primera Guerra Mundial en los libros de texto de España y el Reino Unido: un estudio comparativo de competencias, enfoques historiográficos y la secuencia de las actividades","authors":"Philip Duncan Webb","doi":"10.5944/hme.16.2022.30004","DOIUrl":"https://doi.org/10.5944/hme.16.2022.30004","url":null,"abstract":"El presente análisis compara un muestreo de libros de texto españoles y británicos para comprender de qué manera presentan la Primera Guerra Mundial. Se trata de un tema con significados muy distintos en la memoria nacional de los dos países. Con tal fin, se valoran de modo cuantitativo las actividades propuestas al alumnado en función de dos variables principales: los enfoques historiográficos y el nivel cognitivo que se exige. Además, se plantea el objetivo de relacionar dichas variables con su ubicación dentro de la secuencia didáctica plasmada en cada manual. Los resultados confirman que tanto los manuales españoles como los británicos dedican una buena parte de sus actividades a la historia político-institucional y a los acontecimientos militares. No obstante, los textos británicos también incorporan una fuerte vertiente de la historia de la vida cotidiana, la historia de las mujeres y de la “historia desde abajo”. En general, las actividades en los manuales británicos exigen un nivel cognitivo más alto que los manuales españoles. Finalmente, las actividades de apertura, de ampliación o para trabajar competencias específicas tienen más posibilidades de exigir un nivel cognitivo alto que las asociadas al cuerpo principal del texto.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700823","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 fragile boundary between ‘education’ and ‘educationalisation’: some personal reflections on the often exaggerated educational aspirations of museums “教育”与“教育化”之间的脆弱边界:对博物馆往往被夸大的教育愿望的一些个人思考

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Historia y Memoria de la Educacion Pub Date : 2021-12-20 DOI: 10.5944/hme.15.2022.32106

M. Depaepe

{"title":"The fragile boundary between ‘education’ and ‘educationalisation’: some personal reflections on the often exaggerated educational aspirations of museums","authors":"M. Depaepe","doi":"10.5944/hme.15.2022.32106","DOIUrl":"https://doi.org/10.5944/hme.15.2022.32106","url":null,"abstract":"Although the origins of school museums and museums of children and childhood do not coincide directly, they nevertheless have moved into the same direction during the past decades. Especially because children are an important part of the visitors, a lot is invested by these museums in educational support and activities. Pedagogical arguments form the backbone of their mission statements. A bit against the tide of this trend, I want to pay attention here to the often exaggerated educational aspirations. To my mind the boundary between “education” and “educationalisation” is a fragile one and can be easily exceeded if the cultural-historical context of the museum content is ignored too much. Educating young people does not necessarily mean taking them by the hand and leading them through well-developed work packages, but is related to the more complex process of Bildung – the formation of a person, which usually starts, in view of attitudes and behaviour, by reflection about self-identity as well as societal values and norms. In my opinion the encounter with well-chosen artefacts of former pedagogical mentalities and realities in museums of education, children and childhood, can be helpful in this respect. Therefore, my plea for more culture-historical contemplation and less educational strategy in representing education, children and childhood is not to be understood as phasing efforts in this sector. On the contrary, the shift of emphasis from the neoliberal focus on efficiency, management, and social relevance (also in terms of a possible instrumentalization) of educational history towards more scientific, cultural-historical underpinning will need continuous support.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47592299","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

CECILIA MILITO BARAONE. Conflicto y convivencia en el discurso pedagógico oficial durante el tardofranquismo y la transición democrática española, 1965-1982 塞西莉亚·米利托·巴拉奥内。1965-1982年西班牙后殖民主义和民主过渡时期官方教学话语中的冲突与共存

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Historia y Memoria de la Educacion Pub Date : 2021-12-20 DOI: 10.5944/hme.15.2022.32269

Emilio Castillejo Cambra

引用次数: 0

RITA HOFSTETER, JOËLLE DROUX Y MICHEL CHRISTIAN (dirs.). Construire la paix par l´éducation: réseaux et mouvements internacionaux au XXe siècle au coeur d´une utopie Rita Hofsteter、JOËLLE DROUX和Michel Christian（编辑），《通过教育建设和平：二十世纪乌托邦中心的网络和国际运动》

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Historia y Memoria de la Educacion Pub Date : 2021-12-20 DOI: 10.5944/hme.15.2022.32040

Antón Costa Rico

引用次数: 0

The silent child: Reform pedagogy, the self and the problematization of shyness in the classroom 沉默的孩子:改革教学法、自我和课堂害羞的问题化

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Historia y Memoria de la Educacion Pub Date : 2021-12-20 DOI: 10.5944/hme.15.2022.30653

P. Verstraete

{"title":"The silent child: Reform pedagogy, the self and the problematization of shyness in the classroom","authors":"P. Verstraete","doi":"10.5944/hme.15.2022.30653","DOIUrl":"https://doi.org/10.5944/hme.15.2022.30653","url":null,"abstract":" In the existing historical and sociological studies devoted to shyness scholars have identified the second half of the Twentieth century as an important period in which shy feelings have become a problem for Western societies. On the basis of the work of the American cultural historian Warren Susman, and especially his ideas about the move from a character society towards a personality society, it is argued that the turn of the nineteenth century also played an important role in the emergence of negative interpretation of being and acting shy. In this article Susman’s attention for what happened at the start of the twentieth century is being taken up by examining the ideas about timidity in the work of one of the most important reform educators at that time, namely Maria Montessori. Montessori’s ideas are being contextualized by referring to the more encompassing culture of personality and the self that paralleled the progressive era in education. By contraposing Montessori’s ideas to an eighteenth-century ego-document written by someone who identified himself as a shy person we’d like to plea for a nuanced account with regard to the history of the problematization of shyness in general and shy children in particular.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45776927","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

JUAN MAINER BAQUE. Consagrar la distinción, producir la diferencia. Una historia del Instituto de Huesca a través de sus catedráticos (1845-1931) 胡安·梅纳·贝克。奉献区别，产生差异。韦斯卡学院通过其教授的故事（1845-1931）

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Historia y Memoria de la Educacion Pub Date : 2021-12-20 DOI: 10.5944/hme.15.2022.32074

Antonio Viñao Frago

引用次数: 0

Las guías didácticas de educación sexual, la impugnación religiosa y la regulación de la normalidad sexual en Costa Rica, 1985-1998 1985-1998年哥斯达黎加性教育、宗教挑战和性正常规范的教学指南

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Historia y Memoria de la Educacion Pub Date : 2021-12-20 DOI: 10.5944/hme.15.2022.27100

José Daniel Jiménez Bolaños

引用次数: 0