Resume
HISTORY OF
EDUCATION
,Inhoudsopgave
Hoofdstuk 1: an introduction to the field...........................................................................5
1. Some basic concepts........................................................................................................................ 5
2. A common mistake: presentism....................................................................................................... 5
3. History is never neutral.................................................................................................................... 6
4. Educational historiography............................................................................................................... 6
5. Some examples................................................................................................................................ 7
5.1. From historicism to historicizing (Popkewitz)..............................................................................9
6. What brought about this historiographical evolution?....................................................................10
6.1. Linguistic turn or the inability of representation.......................................................................10
6.1.1. From past to history: the crucial role of choice-making.....................................................11
6.2. 20th century emancipatory movements....................................................................................12
7. Historiographical evolution in HOE................................................................................................. 12
8. New cultural history of education (NCHE).......................................................................................13
8.1. Characteristics of NCHE........................................................................................................... 13
8.2. Characteristics of educationalization........................................................................................ 13
8.3. Example: traffic education....................................................................................................... 14
8.4. Example: changing views on discipline (punishments).............................................................14
9. Tensions between history and education!.......................................................................................16
9.1. The three duties of the historian of education..........................................................................16
10. Generation ambition of the course HOE........................................................................................ 16
Hoofdstuk 2: Humanism & the discovery of childhood......................................................18
1. Religion & education during Middle Ages.......................................................................................18
2. Rise of different denominations...................................................................................................... 19
3. Main characteristics of Humanism.................................................................................................. 19
3.1. Desiderius Erasmus on education............................................................................................20
3.2. Michel de Montaigne on education (Que sçay-je?)...................................................................20
3.2.1. “On the education of children”..........................................................................................21
3.2.2. Montaigne’s alternative educational ideas........................................................................21
3.3. Juan Luis Vives and reconfiguring poverty relief.......................................................................22
3.3.1. De subventione pauperum (1526) On assistance the poor................................................22
3.4. Philippe Ariès & the discovery of childhood..............................................................................22
3.4.1. The discovery of the child.................................................................................................. 23
3.5. Ariès and the discovery of the child.........................................................................................23
3.5.1. Thé child and thé teacher do not exist!.............................................................................24
3.5.2. Criticism of Ariès’ theory................................................................................................... 24
Hoofdstuk 3: The Enlightenment (part 1).........................................................................26
1. Tentative definition of Enlightenment............................................................................................. 26
1.1. French revolution...................................................................................................................... 26
1.2. Sapere Aude............................................................................................................................. 26
2. Radically new, or relatively old....................................................................................................... 27
2.1. John Amos Comenius................................................................................................................ 27
2.2. Main educational ideas............................................................................................................. 28
3. Stands of the Enlightenment.......................................................................................................... 28
3.1. John Locke (1632-1704)........................................................................................................... 28
3.1.1. The blank slate & the construction of difference by ‘experience’......................................29
3.1.2. Molyneux’s Problem.......................................................................................................... 29
3.1.3. The first educational initiatives for People with Disabilities (PwD).....................................29
4. The politics of education................................................................................................................. 30
4.1. The politicization of education?................................................................................................30
1
, 5. Michel Foucault and the rise of disciplinary power.........................................................................31
6. Impact of the enlightenment.......................................................................................................... 31
7. The emergence of an educational paradox.....................................................................................32
Hoofdstuk 4: Jean-Jacques Rousseau, education and the construction of human differences
...................................................................................................................................... 33
1. Enlightenment and pedagogical optimism......................................................................................33
2. Jean-Jacques Rousseau, man of nature & cultural pessimism.........................................................33
2.1. Emile (1762)............................................................................................................................. 33
3. Rousseau’s central educational ideas............................................................................................. 34
3.1. Negative education.................................................................................................................. 34
3.2. Sensorial education.................................................................................................................. 35
3.3. Childhod and/ as development................................................................................................. 36
3.4. Education should be adapted to the lived reality of children....................................................36
4. Jean-Jacques Rousseau and educational reality..............................................................................36
4.1. Murray K. Simpson................................................................................................................... 37
4.2. Jean-Marc Itard and the Wild boy of Aveyron............................................................................37
4.2.1. Educational goals by Itard................................................................................................. 37
4.3. The implementation................................................................................................................. 38
5. Enlightenment, Rousseau & human differences.............................................................................38
6. Susanne WIBORG: a lasting influence............................................................................................. 39
Hoofdstuk 5: Retracing the emergence of special education around 1800.........................40
1. Structure of the argument.............................................................................................................. 40
2. Humanitarian & historical materialist accounts..............................................................................40
2.1. Father of the deaf-mute............................................................................................................ 41
2.2. Father of the blind.................................................................................................................... 41
2.2.1. Godfather of the blind....................................................................................................... 41
3. Humanitarian account.................................................................................................................... 42
4. Historico-materialistic interpretations............................................................................................. 42
5. Two counter-arguments.................................................................................................................. 42
6. Taking on an alternative perspective: problematization.................................................................43
6.1. Problematization...................................................................................................................... 43
6.2. What’s in a name?.................................................................................................................... 44
6.3. What causes it?........................................................................................................................ 44
6.4. The necessity of re-problematization.......................................................................................45
7. Three important ideas.................................................................................................................... 45
7.1. A different set of questions...................................................................................................... 45
8. Emotions......................................................................................................................................... 46
8.1. Solitude.................................................................................................................................... 46
Dictionnaire des sciences médicales tôme 34 (1819).....................................................................46
Hoofdstuk 6: Romanticism.............................................................................................. 48
1. Why should we care about the past if it’s gone..............................................................................48
2. The educationalization of the world: Pestalozzi’s Modernity...........................................................49
2.1. The economic upswing the the crisis of classical republicanism..............................................49
2.2. Education as strengthening the soul........................................................................................ 52
2.3. The invention of modern education as solution to the problem................................................53
2.4. The rising the nation-states after 1815 as educational projects...............................................55
2.5. Pestalozzi’s “actuality” or “topicality”......................................................................................57
Hoofdstuk 7: Reform pedagogy and the grammar of schooling..........................................59
1. Progessive education...................................................................................................................... 59
2
, 2. Maria Montesorri (1870-1952)........................................................................................................ 60
2.1. Casa dei Bambini..................................................................................................................... 60
2.1.1. De Methode Montessori..................................................................................................... 60
2.2. Emancipatory struggles as context..........................................................................................61
2.3. Main educational ideas............................................................................................................. 61
2.3.1. Rethinking discipline, cf clumsiness..................................................................................62
2.4. Relationship between Montessori and Il Dutch.........................................................................62
2.5. Montessori & communism/ fascist thinking..............................................................................63
2.6. Montessori in exile (1939-1946): an unknown Indian story?!...................................................63
3. Célestin Freinet (1896-1966).......................................................................................................... 63
3.1. Context: First World War (1914-1918)......................................................................................64
3.2. Legacy of Freinet...................................................................................................................... 64
Hoofdstuk 8: Emancipation or discrimination – colonial education in Belgian-Congo 1908-
1960.............................................................................................................................. 66
Contemporary discussions.............................................................................................................. 66
1. Some historical context.................................................................................................................. 66
1.1. The memory of Congo.............................................................................................................. 67
2. Education during Congo Free State (1885-1908)............................................................................68
2.1. Close cooperation between the state and the church..............................................................68
2.2. Ambitions of the Catholic mission?!......................................................................................... 69
2.3. Tangible heritage & local cultures............................................................................................ 69
2.4. Education in Congo-Freestate................................................................................................... 69
3. Education during Belgain colonization (1908-1960).......................................................................70
3.1. The curriculum......................................................................................................................... 70
3.2. ‘The Congo’ in Belgian manuals...............................................................................................70
3.3. Colonial psychology................................................................................................................. 71
3.4. Évolués.................................................................................................................................... 71
3.5. Gerard De Boe: Leprosy (colonial documentary, 1928)............................................................71
Hoofdstuk 9: Authority and education in the long 20 th century: the disappearance of
childhood?...................................................................................................................... 73
A call for more authority................................................................................................................. 73
Education: a continuum of freedom and authority..........................................................................73
Two extremes.................................................................................................................................. 74
1. Fascist regimes and authoritarian education..................................................................................74
Characteristics of fascist education................................................................................................. 75
Fascist curricula............................................................................................................................... 75
2. Anti-authoritarian pedagogy........................................................................................................... 76
Summerhill...................................................................................................................................... 76
Hippies............................................................................................................................................ 77
Anti-authoritarian education........................................................................................................... 77
3. Authoritarian and anti-authoritarian education...............................................................................78
Hoofdstuk 10: A history of silence at school – theoretical introduction and the rise of the
silent classroom............................................................................................................. 78
1. Silence is interesting!..................................................................................................................... 78
2. The soundscape – Murray Schafer.................................................................................................. 78
2.1. Educational soundscapes......................................................................................................... 79
3. Sound Studies................................................................................................................................. 79
3.1. Case 1: The car massacre (Robert Darnton).............................................................................79
3.2. Case 2: Silence in theatre........................................................................................................ 80
3.3. Sound and silence have political meaning...............................................................................80
3.4. In a nutshell: silence and sound are social...............................................................................80
4. Silence and sound in education...................................................................................................... 80
4.1. Silence and Sound in history of education................................................................................81
3
HISTORY OF
EDUCATION
,Inhoudsopgave
Hoofdstuk 1: an introduction to the field...........................................................................5
1. Some basic concepts........................................................................................................................ 5
2. A common mistake: presentism....................................................................................................... 5
3. History is never neutral.................................................................................................................... 6
4. Educational historiography............................................................................................................... 6
5. Some examples................................................................................................................................ 7
5.1. From historicism to historicizing (Popkewitz)..............................................................................9
6. What brought about this historiographical evolution?....................................................................10
6.1. Linguistic turn or the inability of representation.......................................................................10
6.1.1. From past to history: the crucial role of choice-making.....................................................11
6.2. 20th century emancipatory movements....................................................................................12
7. Historiographical evolution in HOE................................................................................................. 12
8. New cultural history of education (NCHE).......................................................................................13
8.1. Characteristics of NCHE........................................................................................................... 13
8.2. Characteristics of educationalization........................................................................................ 13
8.3. Example: traffic education....................................................................................................... 14
8.4. Example: changing views on discipline (punishments).............................................................14
9. Tensions between history and education!.......................................................................................16
9.1. The three duties of the historian of education..........................................................................16
10. Generation ambition of the course HOE........................................................................................ 16
Hoofdstuk 2: Humanism & the discovery of childhood......................................................18
1. Religion & education during Middle Ages.......................................................................................18
2. Rise of different denominations...................................................................................................... 19
3. Main characteristics of Humanism.................................................................................................. 19
3.1. Desiderius Erasmus on education............................................................................................20
3.2. Michel de Montaigne on education (Que sçay-je?)...................................................................20
3.2.1. “On the education of children”..........................................................................................21
3.2.2. Montaigne’s alternative educational ideas........................................................................21
3.3. Juan Luis Vives and reconfiguring poverty relief.......................................................................22
3.3.1. De subventione pauperum (1526) On assistance the poor................................................22
3.4. Philippe Ariès & the discovery of childhood..............................................................................22
3.4.1. The discovery of the child.................................................................................................. 23
3.5. Ariès and the discovery of the child.........................................................................................23
3.5.1. Thé child and thé teacher do not exist!.............................................................................24
3.5.2. Criticism of Ariès’ theory................................................................................................... 24
Hoofdstuk 3: The Enlightenment (part 1).........................................................................26
1. Tentative definition of Enlightenment............................................................................................. 26
1.1. French revolution...................................................................................................................... 26
1.2. Sapere Aude............................................................................................................................. 26
2. Radically new, or relatively old....................................................................................................... 27
2.1. John Amos Comenius................................................................................................................ 27
2.2. Main educational ideas............................................................................................................. 28
3. Stands of the Enlightenment.......................................................................................................... 28
3.1. John Locke (1632-1704)........................................................................................................... 28
3.1.1. The blank slate & the construction of difference by ‘experience’......................................29
3.1.2. Molyneux’s Problem.......................................................................................................... 29
3.1.3. The first educational initiatives for People with Disabilities (PwD).....................................29
4. The politics of education................................................................................................................. 30
4.1. The politicization of education?................................................................................................30
1
, 5. Michel Foucault and the rise of disciplinary power.........................................................................31
6. Impact of the enlightenment.......................................................................................................... 31
7. The emergence of an educational paradox.....................................................................................32
Hoofdstuk 4: Jean-Jacques Rousseau, education and the construction of human differences
...................................................................................................................................... 33
1. Enlightenment and pedagogical optimism......................................................................................33
2. Jean-Jacques Rousseau, man of nature & cultural pessimism.........................................................33
2.1. Emile (1762)............................................................................................................................. 33
3. Rousseau’s central educational ideas............................................................................................. 34
3.1. Negative education.................................................................................................................. 34
3.2. Sensorial education.................................................................................................................. 35
3.3. Childhod and/ as development................................................................................................. 36
3.4. Education should be adapted to the lived reality of children....................................................36
4. Jean-Jacques Rousseau and educational reality..............................................................................36
4.1. Murray K. Simpson................................................................................................................... 37
4.2. Jean-Marc Itard and the Wild boy of Aveyron............................................................................37
4.2.1. Educational goals by Itard................................................................................................. 37
4.3. The implementation................................................................................................................. 38
5. Enlightenment, Rousseau & human differences.............................................................................38
6. Susanne WIBORG: a lasting influence............................................................................................. 39
Hoofdstuk 5: Retracing the emergence of special education around 1800.........................40
1. Structure of the argument.............................................................................................................. 40
2. Humanitarian & historical materialist accounts..............................................................................40
2.1. Father of the deaf-mute............................................................................................................ 41
2.2. Father of the blind.................................................................................................................... 41
2.2.1. Godfather of the blind....................................................................................................... 41
3. Humanitarian account.................................................................................................................... 42
4. Historico-materialistic interpretations............................................................................................. 42
5. Two counter-arguments.................................................................................................................. 42
6. Taking on an alternative perspective: problematization.................................................................43
6.1. Problematization...................................................................................................................... 43
6.2. What’s in a name?.................................................................................................................... 44
6.3. What causes it?........................................................................................................................ 44
6.4. The necessity of re-problematization.......................................................................................45
7. Three important ideas.................................................................................................................... 45
7.1. A different set of questions...................................................................................................... 45
8. Emotions......................................................................................................................................... 46
8.1. Solitude.................................................................................................................................... 46
Dictionnaire des sciences médicales tôme 34 (1819).....................................................................46
Hoofdstuk 6: Romanticism.............................................................................................. 48
1. Why should we care about the past if it’s gone..............................................................................48
2. The educationalization of the world: Pestalozzi’s Modernity...........................................................49
2.1. The economic upswing the the crisis of classical republicanism..............................................49
2.2. Education as strengthening the soul........................................................................................ 52
2.3. The invention of modern education as solution to the problem................................................53
2.4. The rising the nation-states after 1815 as educational projects...............................................55
2.5. Pestalozzi’s “actuality” or “topicality”......................................................................................57
Hoofdstuk 7: Reform pedagogy and the grammar of schooling..........................................59
1. Progessive education...................................................................................................................... 59
2
, 2. Maria Montesorri (1870-1952)........................................................................................................ 60
2.1. Casa dei Bambini..................................................................................................................... 60
2.1.1. De Methode Montessori..................................................................................................... 60
2.2. Emancipatory struggles as context..........................................................................................61
2.3. Main educational ideas............................................................................................................. 61
2.3.1. Rethinking discipline, cf clumsiness..................................................................................62
2.4. Relationship between Montessori and Il Dutch.........................................................................62
2.5. Montessori & communism/ fascist thinking..............................................................................63
2.6. Montessori in exile (1939-1946): an unknown Indian story?!...................................................63
3. Célestin Freinet (1896-1966).......................................................................................................... 63
3.1. Context: First World War (1914-1918)......................................................................................64
3.2. Legacy of Freinet...................................................................................................................... 64
Hoofdstuk 8: Emancipation or discrimination – colonial education in Belgian-Congo 1908-
1960.............................................................................................................................. 66
Contemporary discussions.............................................................................................................. 66
1. Some historical context.................................................................................................................. 66
1.1. The memory of Congo.............................................................................................................. 67
2. Education during Congo Free State (1885-1908)............................................................................68
2.1. Close cooperation between the state and the church..............................................................68
2.2. Ambitions of the Catholic mission?!......................................................................................... 69
2.3. Tangible heritage & local cultures............................................................................................ 69
2.4. Education in Congo-Freestate................................................................................................... 69
3. Education during Belgain colonization (1908-1960).......................................................................70
3.1. The curriculum......................................................................................................................... 70
3.2. ‘The Congo’ in Belgian manuals...............................................................................................70
3.3. Colonial psychology................................................................................................................. 71
3.4. Évolués.................................................................................................................................... 71
3.5. Gerard De Boe: Leprosy (colonial documentary, 1928)............................................................71
Hoofdstuk 9: Authority and education in the long 20 th century: the disappearance of
childhood?...................................................................................................................... 73
A call for more authority................................................................................................................. 73
Education: a continuum of freedom and authority..........................................................................73
Two extremes.................................................................................................................................. 74
1. Fascist regimes and authoritarian education..................................................................................74
Characteristics of fascist education................................................................................................. 75
Fascist curricula............................................................................................................................... 75
2. Anti-authoritarian pedagogy........................................................................................................... 76
Summerhill...................................................................................................................................... 76
Hippies............................................................................................................................................ 77
Anti-authoritarian education........................................................................................................... 77
3. Authoritarian and anti-authoritarian education...............................................................................78
Hoofdstuk 10: A history of silence at school – theoretical introduction and the rise of the
silent classroom............................................................................................................. 78
1. Silence is interesting!..................................................................................................................... 78
2. The soundscape – Murray Schafer.................................................................................................. 78
2.1. Educational soundscapes......................................................................................................... 79
3. Sound Studies................................................................................................................................. 79
3.1. Case 1: The car massacre (Robert Darnton).............................................................................79
3.2. Case 2: Silence in theatre........................................................................................................ 80
3.3. Sound and silence have political meaning...............................................................................80
3.4. In a nutshell: silence and sound are social...............................................................................80
4. Silence and sound in education...................................................................................................... 80
4.1. Silence and Sound in history of education................................................................................81
3
