Namenlijst
Naam What did he do Pagin
a
LES 1: HOE AS A FIELD STUDY
Leopold von Ranke Wie es eigentlich gewesen ist” p. 3 sv
= study how the past really was by studying documents from
archives
the sources speak for themselves
the archive as a romantic space
Human Agency = agency of historical actors
Thomas S. Popkewitz Style of reason: historicism, historicizing and the history of education Tekst 1
reader
LES 2: EDUCATION IN EARLY MODERN TIMES
Confucius (551-470 • Established school in his own house where he thought history, p. 1 sv
b.c.) poetry, music, rules and behavior
• Educated pupils with conversations on human being in everyday life
• Convinced that people can be shaped into something good or live a
righteous life people as a good example for themselves
• Saw education as a way to build a more righteous society
Plato (427-374) B.C) Politeia p. 2 sv
• He was an inspiration to many
• He asked questions about: what should education look like, how do
we want to shape society,…
• Socially stratified system: questioned by sophists
• Teachers should ask questions to their students
• Philosophers have the knowledge and wisdom to formulate good
laws because they are only interested in the truth
Socrates Walked around and engaged dialogues with people he crossed on the p. 2 sv
street
• Saw himself as a midwife instead of teacher: give birth to new
knowledge in the other person
Luther Contestation of church’s power: he pasted his papers on the door of p. 7 sv
churches and he published a theses (beginning of book area)
IDEA: indulgence (aflaat) when you commit a sin, you have to be
punished or you can buy your punishment off critique Luther: only
the rich can pay this
Erasmus (1466-1536) Humanist p. 8-9 sv
• Learning by playing and illustrations (p. 336+ 339 tekst Erasmus)
• Opposed harsh teaching methods (p. 299 + p. 331!!! erasmus) Tekst 3
• Education needs to start as early as possible (p. 298 erasmus) reader
• Moral education: you have to start early with moral education
(later intellectual education) (p. 336 tekst Erasmus)
• Human is capable of reasoning: moldable
Michel de Montaigne Humanist p. 10 sv
(1533-1592)
1
, • No authorian and harsh methods
• The perspective of the child is important (children speak before
teacher)
• Moral development
• Theory and practice
• Critique the teaching methods of that time: no punishment and
harsh things on students!
= same as John Locke
LES 3: THE ENLIGHTENMENT
Immanuel Kant 1789 • Main protagonist p. 1-2 sv
• Enlightenment
• Sapere aude – dare to know: have courage to use your own
understanding = moto enlightenment
• Kant identified reason why there was a lack of thinking by yourself
• Knowledge is virtue
• Tradition vs. real knowledge
• Emancipation = central in enlightenment
citizenship
= freeing the individual from religion and other forms of authority
people start debating about slavery, woman,…
John Amos Comenius • Bridge figure between enlightenment and humanism p. 3 sv
(1592-1670) • First modern pedagogue
• 2 books:
1) Didactica Magna: blueprint for educational system as we know
today. An education system with 4 levels and different stages
2) Orbis sensualium pictus: first dictionary for children that tried
to teach children about the creation of the world through
pictures and images
• Teacher in Latin school
• Published latin grammar books (uncommon!!!)
• Published encyclopedia (learn about world)
• You can teach everybody anything
René Descartes How to acquire truth and knowledge strands of enlightenment p. 4 sv
• Rationalism
• Reason to find the truth
• Cogito ergo sum
• Believed that you find your truth because of your reason: questions
of reflection/reasoning
Francis Bacon • Empirism p. 4 sv
• Perception as basis of truth
• The experiment
• Questioned the idea and argued that you obtain knowledge via
perception
• You cannot know something in the real world unless you
experienced it
2
Naam What did he do Pagin
a
LES 1: HOE AS A FIELD STUDY
Leopold von Ranke Wie es eigentlich gewesen ist” p. 3 sv
= study how the past really was by studying documents from
archives
the sources speak for themselves
the archive as a romantic space
Human Agency = agency of historical actors
Thomas S. Popkewitz Style of reason: historicism, historicizing and the history of education Tekst 1
reader
LES 2: EDUCATION IN EARLY MODERN TIMES
Confucius (551-470 • Established school in his own house where he thought history, p. 1 sv
b.c.) poetry, music, rules and behavior
• Educated pupils with conversations on human being in everyday life
• Convinced that people can be shaped into something good or live a
righteous life people as a good example for themselves
• Saw education as a way to build a more righteous society
Plato (427-374) B.C) Politeia p. 2 sv
• He was an inspiration to many
• He asked questions about: what should education look like, how do
we want to shape society,…
• Socially stratified system: questioned by sophists
• Teachers should ask questions to their students
• Philosophers have the knowledge and wisdom to formulate good
laws because they are only interested in the truth
Socrates Walked around and engaged dialogues with people he crossed on the p. 2 sv
street
• Saw himself as a midwife instead of teacher: give birth to new
knowledge in the other person
Luther Contestation of church’s power: he pasted his papers on the door of p. 7 sv
churches and he published a theses (beginning of book area)
IDEA: indulgence (aflaat) when you commit a sin, you have to be
punished or you can buy your punishment off critique Luther: only
the rich can pay this
Erasmus (1466-1536) Humanist p. 8-9 sv
• Learning by playing and illustrations (p. 336+ 339 tekst Erasmus)
• Opposed harsh teaching methods (p. 299 + p. 331!!! erasmus) Tekst 3
• Education needs to start as early as possible (p. 298 erasmus) reader
• Moral education: you have to start early with moral education
(later intellectual education) (p. 336 tekst Erasmus)
• Human is capable of reasoning: moldable
Michel de Montaigne Humanist p. 10 sv
(1533-1592)
1
, • No authorian and harsh methods
• The perspective of the child is important (children speak before
teacher)
• Moral development
• Theory and practice
• Critique the teaching methods of that time: no punishment and
harsh things on students!
= same as John Locke
LES 3: THE ENLIGHTENMENT
Immanuel Kant 1789 • Main protagonist p. 1-2 sv
• Enlightenment
• Sapere aude – dare to know: have courage to use your own
understanding = moto enlightenment
• Kant identified reason why there was a lack of thinking by yourself
• Knowledge is virtue
• Tradition vs. real knowledge
• Emancipation = central in enlightenment
citizenship
= freeing the individual from religion and other forms of authority
people start debating about slavery, woman,…
John Amos Comenius • Bridge figure between enlightenment and humanism p. 3 sv
(1592-1670) • First modern pedagogue
• 2 books:
1) Didactica Magna: blueprint for educational system as we know
today. An education system with 4 levels and different stages
2) Orbis sensualium pictus: first dictionary for children that tried
to teach children about the creation of the world through
pictures and images
• Teacher in Latin school
• Published latin grammar books (uncommon!!!)
• Published encyclopedia (learn about world)
• You can teach everybody anything
René Descartes How to acquire truth and knowledge strands of enlightenment p. 4 sv
• Rationalism
• Reason to find the truth
• Cogito ergo sum
• Believed that you find your truth because of your reason: questions
of reflection/reasoning
Francis Bacon • Empirism p. 4 sv
• Perception as basis of truth
• The experiment
• Questioned the idea and argued that you obtain knowledge via
perception
• You cannot know something in the real world unless you
experienced it
2
