排序方式： 共有27条查询结果，搜索用时 15 毫秒
1.
《Cultural and Social History》2013,10(2):235-259
ABSTRACTIn a recent article, Alistair Mutch suggests that twin concepts – ‘control’ and ‘interpretation’ – explain the evolution of the public house over a century of dramatic changes between 1850 and 1950. This article argues that these concepts are confusing, ambiguous and misleading. It was not regulatory pressures, the temperance movement, local politicians, pressure groups or magistrates that most shaped the history of drinking premises, but developments outside the brewing industry, most notably Progressivism. Emerging in the late nineteenth century, Progressives set out to reform drinkers and drink premises, first in the trust house movement, and then in the Liquor Traffic Central Control Board during the First World War. Appropriating their ideas and philosophy immediately following the war, England's foremost brewers launched the public house improvement movement, the most far-reaching attempt to transform the nature of public drinking in the twentieth century. 相似文献
2.
Axel Fredholm 《Curriculum Journal》2017,28(1):5-21
School politics in Sweden has recently moved in a conservative direction, emphasising the importance of conventional school subjects, stronger teacher authority and more discipline in the classroom. At the same time, consensus on the utility of such measures is lacking in the school debate. The conservative approach is often criticised as misleading and behind the times in relation to contemporary knowledge demands. This article examines and discusses the relevance of this critique. The main argument is that the conservative approach has a better matching with a previous phase in the history of Swedish school politics and that conventional schooling is difficult to combine with two of the major goals of schooling today – the diffusion of democracy and multipurpose skills. From this perspective, the political notion of schooling seems decoupled from the broader domain of public demands on education. To alleviate this problem school politics should draw less on the pedagogical ideas of essentialism and more on the historical legacy of progressivism in the Swedish education system. 相似文献
3.
生活适应运动是第二次世界大战之后在美国出现的旨在中等教育领域进一步实践进步主义教育理念的教育改革运动,其中课程改革是其核心环节——“伊利诺伊中等学校课程计划”与巴特克里中学的“基本生活”计划是其最为著名的两项改革措施。它强调“社会效率”,强调“中等教育要满足青少适应生活之需求”,是进步主义运动中“效率中心”在第二次世界大战之后的重要表现;最终实现了美国中学的大众化,完成了中学运动;是美国教育史上“知识民主化”的一次重要尝试。 相似文献
4.
田月霞许伯卿 《宁波大学学报(教育科学版)》2017,(2):118-122
培养富有建设性的未来公民,应从培养幼儿自尊感着手。在幼儿自尊感的培育方面,家庭教育比学校教育具有更大的影响力。目前的幼儿家庭教育,呈现出两种极端的倾向,而幼儿自尊感的培育却严重缺失。家庭教育亟需改变错误模式,端正教育理念,借鉴行之有效的进步主义教育观,从心理品质、游戏学习、同伴交往、理想塑造几方面,发现和培育幼儿的自尊感。 相似文献
5.
Elspeth Jajdelska 《History of education》2013,42(1):55-73
In 1896, John Dewey opened the Laboratory School at the University of Chicago. While much is known about this legendary school and its founder, the teachers whose daily work brought the school to life remain mostly anonymous. This essay attempts to remedy this historical invisibility by investigating four of the Laboratory School teachers – Anna Camp, Katherine Camp, Althea Harmer and Mary Hill – in order to more fully understand this experimental school. The teachers’ personal correspondence and published writings evoke a vital collection of educators whose interests and passions connected them to other centers of innovation in Chicago and elsewhere in the nation. This investigation of the teachers thus fills out our understanding of the history of this innovative institution and of the developing pragmatist ideas of its time, and establishes their centrality to the ideas and practices of the Laboratory School. 相似文献
6.
杨春梅 《四川教育学院学报》2012,28(11):28-30
20世纪80年代以前,美国教师教育课程中的通识教育课程、学科专业课程和教育专业课程是分离对立的,80年代以后,三者逐渐融合.三者的融合是进步主义关注学生兴趣和要素主义关注学术能力的教育思想的融合.从进步主义和要素主义影响下的课程改革的角度分析美国教师教育课程改革中三类课程融合的背景、表现和实效,为我国的教师教育课程改革提供借鉴. 相似文献
7.
Catherine Burke 《History of education》2018,47(2):257-268
AbstractThis article takes as a starting point the career of Sir Alec Clegg, Chief Education Officer for the West Riding of Yorkshire (1945–1974), and traces his professional connections with educationists in Australia and New Zealand. In exploring the nature of global exchanges between educators, artists, architects and designers in the decades immediately before and after the Second World War, the intertwining of modernism and progressivism is critically explored in the wider contextual frame of the Arts and Crafts Movement. The notion of increasing the humanity of the classroom occupied the efforts of a constellation of individuals caught up in the desire to redesign schooling in ways that would regenerate democratic relations of living in the post-war world. It is suggested that a common thread connected those concerned to strengthen democracy through combining progressive and modernist attitudes with the potent legacy of the Arts and Crafts Movement. 相似文献
8.
20世纪60年代美国史学界面对社会冲突带来的价值混乱,通过对进步主义史学影响的涨落和其他史学派别出现过程的考察,对历史学在美国社会发挥的功能进行了探讨.每一流派的兴起都是其历史叙事原则的再现,美国的史学研究需要价值判断和道德教化的意义式书写,还是坚持关注现实和实用主义,美国历史学家们都用自己的研究回答了这一问题. 相似文献
9.
《British Journal of Educational Studies》2012,60(4):429-432
ABSTRACTSince gratitude is a significant pro-social quality or virtue, it might be (and has been) considered of some educational concern. However, while it clearly needs to be understood as a response that is in some sense required or owed towards benefactors, gratitude would hardly seem genuine unless it is freely and perhaps joyfully given – perhaps on the basis of some specific grateful emotion. Despite some academic appreciation of tension between these aspects of gratitude, the psychological and normative implications of what we shall call here the ‘paradox of gratitude’ for its learning or acquisition have been less thoroughly explored. Following some consideration of rival educational perspectives on this tension, this article argues that the best route to its resolution may be to surrender the idea of a distinct pro-social emotion or sentiment of gratitude. 相似文献
10.
Erica Moretti 《History of education》2015,44(5):651-666
In the early years of the twentieth century, the great structural, social and cultural changes in American society included a growing number of immigrants arriving from the poorest regions of Europe. For the first time, the issues of immigration, assimilation and social integration became the most important problems facing American society. In the optimistic climate of the so-called progressive era, social reformers thought that these problems could be solved by the science of pedagogy, as applied to the educational needs of foreign immigrants. This essay centres on the pedagogical efforts of Italian-American educator Angelo Patri, who attempted to integrate Italian-American children into the fabric of American society through education. It starts by assessing Patri’s early writings, such as A Schoolmaster of the Great City, and his private and professional papers. In doing so, his work is situated in the debate on progressive education alongside pedagogue Maria Montessori, demonstrating his central role in the debate on integration through education. Within this analysis, particular attention is paid to the notion of learning by doing, and it is argued that both educators were influenced by this particular aspect of progressive education. 相似文献