HISTORY OF EDUCATION
data niet zozeer kennen, wel weten welke periode en wrm in deze periode een persoon/event/… gesitueerd wordt
Inhoudstafel
info ................................................................................................................................................... 8
Class 1; an introduction to the field ..................................................................................................... 9
Main goal of the course .............................................................................................................................. 9
A) some basic concepts .......................................................................................................................... 9
B) a common mistake: presentism ........................................................................................................ 10
history is never neutral!......................................................................................................................... 11
C) educational historiography ~way we do history ............................................................................ 12
D) from historicism to historicizing (Popkewitz-tekst!) ......................................................................... 14
what brought about this historiographical evolution? (historicism=>historicizing) ................................... 15
1. Linguistic turn or the inability of representation ...................................................................................... 15
2. From past to history: the crucial role of choice-making ........................................................................... 15
3. 20th century Emancipatory movements................................................................................................... 15
4. Social histories (Annales school of Febvre and Bloch) .............................................................................. 16
Arrive in “new cultural history of education (NCHE)” ................................................................................. 16
Characteristics of NCHE ....................................................................................................................... 16
Characteristics of educationalization .................................................................................................................. 17
critical undertone of “educationalization” – tekst labaree.......................................................................... 18
Changing views on discipline (from physical punishments to psychological influence) ........................... 20
wrap up; tensions between history and education ..................................................................................... 20
the three duties of the historian of education ............................................................................................ 20
Class 2; Humanism & the discovery of concept ‘childhood’ ................................................................ 22
religion & education during Middle Ages (MA) ............................................................................................ 22
rise of different denominations ................................................................................................................. 23
desiderius Erasmus on education – zie tekst ......................................................................................... 24
Michel de Motnaigne on education ........................................................................................................ 25
On the education of children: Montaigne's critique of prevailing (heersende) views and practices of
upbringing (opvoeding) and education (onderwijs) ........................................................................................... 25
juan luis vives – reconfiguring poverty relief ........................................................................................... 26
de subventione pauperum (1526) on assistance to the poor............................................................................. 27
Philippe Ariès & the discovery of childhood ............................................................................................... 28
Vb over hoe deze 2 aparte werelden gescheiden werden: ....................................................................... 28
Criticism of Ariès theory ........................................................................................................................... 29
1
,Class 3; the enlightenment (part 1) .................................................................................................... 31
tentative definition of ENlightenment ........................................................................................................ 31
French Revolution .................................................................................................................................... 31
sapere aude – dare to think ................................................................................................................... 31
comparing and contrasting HUmanism and the Enlightenment – radically new, or relatively old? ................ 32
John Amos Comenius - Jan Amos Komenský - (1592-1670) ........................................................................ 33
main educational ideas ........................................................................................................................ 33
Strands of the Enlightenment ................................................................................................................... 34
John Locke (1632-1704) ........................................................................................................................ 34
The blank slate & the construction of difference by ‘experience’ ...................................................................... 34
Molyneux’s Problem ............................................................................................................................. 35
The first educational initiatives for People with Disabilities (PwD) .............................................................. 35
Charles-Michel (Abbé) de l’Epée (1712-1789) : father of the deaf .......................................................... 35
Valentin Haüy (awi) (1745-1822) ............................................................................................................ 35
the politics of education ........................................................................................................................... 36
the politcization of education? – tekst DEACON reader ........................................................................ 36
Michel Foucault and the rise of disciplinary power ............................................................................................ 37
so….impact of enlightenment ................................................................................................................... 38
1) = History of ideas, but = also history of real political power-struggle ................................................ 38
2) Tabula rasa-idea helped to abandon the idea of original sin ............................................................ 38
3) = prototype for “The engineered society” ....................................................................................... 39
4) Mass Schooling and Differing Ideas ................................................................................................ 39
!!! Still there are nuances: ongoing tensions and resistance ................................................................... 40
Class 4 Jean-Jacques Rousseau, education and the construction of human differences ....................... 41
enlightenment part 2 ........................................................................................................................ 41
Revisit: Enlightenment and pedagogical optimism .................................................................................... 41
Changing ideas about punishment during the 18ty century… .................................................................. 41
Jean-Jacques Rousseau (1712-1778) ........................................................................................................ 42
Rousseau’s major influence on Kant (&other educators) ........................................................................ 43
Rousseau’s dramatic portrayal of the estrangement of natural humanity from society➔Kant ...................... 43
"The teacher must see the world through the eyes of the child"➔pestalozzi: child centered pedagogy ........ 43
Emphasis on understanding the nature of the child➔ Stanley Hall & Jean Piaget........................................... 43
Jean-Jacques Rousseau, man of nature & cultural pessimism ................................................................ 44
Rousseau’s central educational ideas ................................................................................................... 45
1) negative education .................................................................................................................................... 45
2) sensorial education ................................................................................................................................... 46
civilization as ‘unavoidable’ ............................................................................................................................ 46
3) childhood and/as development ................................................................................................................ 47
4) education should be adapted to the lived reality of children ................................................................... 47
2
, Jean-Jacques Rousseau and his construction of educational reality ....................................................... 47
Murray K. Simpson – secondary text.................................................................................................................. 48
Jean-Marc Itard and the Wild boy of Aveyron .................................................................................................... 48
Educational goals by Itard ~experiment around Victor .................................................................................. 49
The implementation of Rousseau’s ideas .............................................................................................. 49
Enlightenment, Rousseau & human differences .................................................................................... 50
Class 5: the rise/“emergence” of special education around 1800 ........................................................ 52
1) reading materials – understanding sources VS literature .................................................................... 52
secondary literature about secondary literature .................................................................................... 53
2) histories of special education: exploring 3 different interpretations .................................................... 54
Key definitions..................................................................................................................................................... 54
A) humanitarian accounts and B) historical-materialist accounts ....................................................... 55
“father of the deaf-mute”: CHARLES-Michel de l’épée ...................................................................................... 55
“father of the blind” Valentin Haüy .................................................................................................................... 56
C) problematization / problematized accounts ...................................................................................... 58
What’s in a name? .............................................................................................................................................. 59
what causes it?.................................................................................................................................................... 60
the necessity of re-problematization .................................................................................................................. 61
three important ideas ......................................................................................................................................... 61
3) applying theory; problematizing emotions (and what else?) ................................................................ 62
Class 6: romanticism – Heinrich Pestalozzi and the educationalization of the West .............................. 64
1. Why should we care about the past if its gone?................................................................................... 65
2. Pestalozzi’s ‘modernity’ I................................................................................................................... 68
1) The economic upswing the the crisis of classical republicanism ..................................................... 68
2) Education as strengthening the soul............................................................................................... 69
3) The invention of modern education as solution to the problem ........................................................ 71
3. Pestalozzi’s ‘modernity’ II and the past in the present ......................................................................... 72
4) The rising the nation-states after 1815 as educational projects ....................................................... 72
5) Pestalozzi‘s „actuality“ or “topicality“ ............................................................................................ 73
short discussion and Q&A ........................................................................................................................ 75
3
, class 7: Progressive/Reform pedagogy and the grammar of schooling ................................................. 77
progressive education and reform pedagogy (Montessori) ......................................................................... 77
main characters of progressive education ............................................................................................. 78
Maria Montessori (1870-1952) and reform pedagogy .............................................................................. 79
Main educational ideas ....................................................................................................................................... 79
3 influences on Montessori................................................................................................................................. 80
Emancipatory struggles as context (19th c.) ....................................................................................................... 80
Broader context: Concerns about student health and educational environments ................................. 81
rethinking discipline (~clumsiness) ..................................................................................................................... 82
Progressivism is not a monolith ............................................................................................................ 83
Relationship between Montessori and Il Duce ....................................................................................... 84
Montessori & communism/fascist thinking ........................................................................................................ 84
Montessori in exile (1939-1946): an unknown Indian story?! ................................................................... 85
the grammar of schooling ......................................................................................................................... 86
What is education reform? .................................................................................................................... 87
the grammar of schooling ..................................................................................................................... 88
WHY A GRAMMAR? ............................................................................................................................................ 88
How schools change reforms? .............................................................................................................. 89
Enduring Structures Vs. Progressive Reform Efforts - text ....................................................................... 89
summary and closing announcements ..................................................................................................... 90
Class 8: history of colonial education: emancipation or civilization? ................................................... 91
colonialism defined?................................................................................................................................ 91
1. some historical context ..................................................................................................................... 92
history of the Belgian Congo.................................................................................................................. 94
the memory of congo ............................................................................................................................ 95
contemporary discussions in Belgium ................................................................................................... 95
2. education during Congo Free State (1885-1908) ................................................................................. 95
3. education during Belgian colonization (1908-1960) - Lovanium........................................................... 97
‘The Congo’ in Belgian manuals ............................................................................................................ 98
colonial psychology .............................................................................................................................. 98
Évolués ................................................................................................................................................................ 98
Gerard de Boe: Leprosy (colonial documentary, 1928) ...................................................................................... 99
oefening: let’s compare.......................................................................................................................... 100
4
data niet zozeer kennen, wel weten welke periode en wrm in deze periode een persoon/event/… gesitueerd wordt
Inhoudstafel
info ................................................................................................................................................... 8
Class 1; an introduction to the field ..................................................................................................... 9
Main goal of the course .............................................................................................................................. 9
A) some basic concepts .......................................................................................................................... 9
B) a common mistake: presentism ........................................................................................................ 10
history is never neutral!......................................................................................................................... 11
C) educational historiography ~way we do history ............................................................................ 12
D) from historicism to historicizing (Popkewitz-tekst!) ......................................................................... 14
what brought about this historiographical evolution? (historicism=>historicizing) ................................... 15
1. Linguistic turn or the inability of representation ...................................................................................... 15
2. From past to history: the crucial role of choice-making ........................................................................... 15
3. 20th century Emancipatory movements................................................................................................... 15
4. Social histories (Annales school of Febvre and Bloch) .............................................................................. 16
Arrive in “new cultural history of education (NCHE)” ................................................................................. 16
Characteristics of NCHE ....................................................................................................................... 16
Characteristics of educationalization .................................................................................................................. 17
critical undertone of “educationalization” – tekst labaree.......................................................................... 18
Changing views on discipline (from physical punishments to psychological influence) ........................... 20
wrap up; tensions between history and education ..................................................................................... 20
the three duties of the historian of education ............................................................................................ 20
Class 2; Humanism & the discovery of concept ‘childhood’ ................................................................ 22
religion & education during Middle Ages (MA) ............................................................................................ 22
rise of different denominations ................................................................................................................. 23
desiderius Erasmus on education – zie tekst ......................................................................................... 24
Michel de Motnaigne on education ........................................................................................................ 25
On the education of children: Montaigne's critique of prevailing (heersende) views and practices of
upbringing (opvoeding) and education (onderwijs) ........................................................................................... 25
juan luis vives – reconfiguring poverty relief ........................................................................................... 26
de subventione pauperum (1526) on assistance to the poor............................................................................. 27
Philippe Ariès & the discovery of childhood ............................................................................................... 28
Vb over hoe deze 2 aparte werelden gescheiden werden: ....................................................................... 28
Criticism of Ariès theory ........................................................................................................................... 29
1
,Class 3; the enlightenment (part 1) .................................................................................................... 31
tentative definition of ENlightenment ........................................................................................................ 31
French Revolution .................................................................................................................................... 31
sapere aude – dare to think ................................................................................................................... 31
comparing and contrasting HUmanism and the Enlightenment – radically new, or relatively old? ................ 32
John Amos Comenius - Jan Amos Komenský - (1592-1670) ........................................................................ 33
main educational ideas ........................................................................................................................ 33
Strands of the Enlightenment ................................................................................................................... 34
John Locke (1632-1704) ........................................................................................................................ 34
The blank slate & the construction of difference by ‘experience’ ...................................................................... 34
Molyneux’s Problem ............................................................................................................................. 35
The first educational initiatives for People with Disabilities (PwD) .............................................................. 35
Charles-Michel (Abbé) de l’Epée (1712-1789) : father of the deaf .......................................................... 35
Valentin Haüy (awi) (1745-1822) ............................................................................................................ 35
the politics of education ........................................................................................................................... 36
the politcization of education? – tekst DEACON reader ........................................................................ 36
Michel Foucault and the rise of disciplinary power ............................................................................................ 37
so….impact of enlightenment ................................................................................................................... 38
1) = History of ideas, but = also history of real political power-struggle ................................................ 38
2) Tabula rasa-idea helped to abandon the idea of original sin ............................................................ 38
3) = prototype for “The engineered society” ....................................................................................... 39
4) Mass Schooling and Differing Ideas ................................................................................................ 39
!!! Still there are nuances: ongoing tensions and resistance ................................................................... 40
Class 4 Jean-Jacques Rousseau, education and the construction of human differences ....................... 41
enlightenment part 2 ........................................................................................................................ 41
Revisit: Enlightenment and pedagogical optimism .................................................................................... 41
Changing ideas about punishment during the 18ty century… .................................................................. 41
Jean-Jacques Rousseau (1712-1778) ........................................................................................................ 42
Rousseau’s major influence on Kant (&other educators) ........................................................................ 43
Rousseau’s dramatic portrayal of the estrangement of natural humanity from society➔Kant ...................... 43
"The teacher must see the world through the eyes of the child"➔pestalozzi: child centered pedagogy ........ 43
Emphasis on understanding the nature of the child➔ Stanley Hall & Jean Piaget........................................... 43
Jean-Jacques Rousseau, man of nature & cultural pessimism ................................................................ 44
Rousseau’s central educational ideas ................................................................................................... 45
1) negative education .................................................................................................................................... 45
2) sensorial education ................................................................................................................................... 46
civilization as ‘unavoidable’ ............................................................................................................................ 46
3) childhood and/as development ................................................................................................................ 47
4) education should be adapted to the lived reality of children ................................................................... 47
2
, Jean-Jacques Rousseau and his construction of educational reality ....................................................... 47
Murray K. Simpson – secondary text.................................................................................................................. 48
Jean-Marc Itard and the Wild boy of Aveyron .................................................................................................... 48
Educational goals by Itard ~experiment around Victor .................................................................................. 49
The implementation of Rousseau’s ideas .............................................................................................. 49
Enlightenment, Rousseau & human differences .................................................................................... 50
Class 5: the rise/“emergence” of special education around 1800 ........................................................ 52
1) reading materials – understanding sources VS literature .................................................................... 52
secondary literature about secondary literature .................................................................................... 53
2) histories of special education: exploring 3 different interpretations .................................................... 54
Key definitions..................................................................................................................................................... 54
A) humanitarian accounts and B) historical-materialist accounts ....................................................... 55
“father of the deaf-mute”: CHARLES-Michel de l’épée ...................................................................................... 55
“father of the blind” Valentin Haüy .................................................................................................................... 56
C) problematization / problematized accounts ...................................................................................... 58
What’s in a name? .............................................................................................................................................. 59
what causes it?.................................................................................................................................................... 60
the necessity of re-problematization .................................................................................................................. 61
three important ideas ......................................................................................................................................... 61
3) applying theory; problematizing emotions (and what else?) ................................................................ 62
Class 6: romanticism – Heinrich Pestalozzi and the educationalization of the West .............................. 64
1. Why should we care about the past if its gone?................................................................................... 65
2. Pestalozzi’s ‘modernity’ I................................................................................................................... 68
1) The economic upswing the the crisis of classical republicanism ..................................................... 68
2) Education as strengthening the soul............................................................................................... 69
3) The invention of modern education as solution to the problem ........................................................ 71
3. Pestalozzi’s ‘modernity’ II and the past in the present ......................................................................... 72
4) The rising the nation-states after 1815 as educational projects ....................................................... 72
5) Pestalozzi‘s „actuality“ or “topicality“ ............................................................................................ 73
short discussion and Q&A ........................................................................................................................ 75
3
, class 7: Progressive/Reform pedagogy and the grammar of schooling ................................................. 77
progressive education and reform pedagogy (Montessori) ......................................................................... 77
main characters of progressive education ............................................................................................. 78
Maria Montessori (1870-1952) and reform pedagogy .............................................................................. 79
Main educational ideas ....................................................................................................................................... 79
3 influences on Montessori................................................................................................................................. 80
Emancipatory struggles as context (19th c.) ....................................................................................................... 80
Broader context: Concerns about student health and educational environments ................................. 81
rethinking discipline (~clumsiness) ..................................................................................................................... 82
Progressivism is not a monolith ............................................................................................................ 83
Relationship between Montessori and Il Duce ....................................................................................... 84
Montessori & communism/fascist thinking ........................................................................................................ 84
Montessori in exile (1939-1946): an unknown Indian story?! ................................................................... 85
the grammar of schooling ......................................................................................................................... 86
What is education reform? .................................................................................................................... 87
the grammar of schooling ..................................................................................................................... 88
WHY A GRAMMAR? ............................................................................................................................................ 88
How schools change reforms? .............................................................................................................. 89
Enduring Structures Vs. Progressive Reform Efforts - text ....................................................................... 89
summary and closing announcements ..................................................................................................... 90
Class 8: history of colonial education: emancipation or civilization? ................................................... 91
colonialism defined?................................................................................................................................ 91
1. some historical context ..................................................................................................................... 92
history of the Belgian Congo.................................................................................................................. 94
the memory of congo ............................................................................................................................ 95
contemporary discussions in Belgium ................................................................................................... 95
2. education during Congo Free State (1885-1908) ................................................................................. 95
3. education during Belgian colonization (1908-1960) - Lovanium........................................................... 97
‘The Congo’ in Belgian manuals ............................................................................................................ 98
colonial psychology .............................................................................................................................. 98
Évolués ................................................................................................................................................................ 98
Gerard de Boe: Leprosy (colonial documentary, 1928) ...................................................................................... 99
oefening: let’s compare.......................................................................................................................... 100
4
