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1.
Felicity Jensz 《History of education》2018,47(3):399-414
In 1910 some 1200 delegates from Protestant missionary societies came together in Edinburgh, Scotland to attend a World Missionary Conference. In preparation for this event eight commissions were established to research various topics of importance to missionary societies. Commission III was dedicated to ‘Education in Relation to the Christianization of National Life’ and presented a volume of 470 pages as its report to the Conference based on over 200 responses to a list of questions under 14 broad topics. One of these topics pertained to the working relationship between missionaries and governments. This paper examines the discussion within the report regarding governmental attitudes to missionary education within colonial spaces. It provides a comparison between the aims of missionary education and the recorded experiences under various governments, particularly at times when they contrasted and conflicted. Taking a broadly comparative view, the paper shows the differences in concerns and objectives that various missionary bodies had in different colonial spaces, as well as the commonalities across colonial spaces in relation to governmental attitudes towards missionary education. This paper demonstrates the fruitfulness of a comparative approach to writing colonial histories of education, through elucidating both specificities and commonalities between different colonial education policies and practices. 相似文献
2.
Robert David Anderson 《History of education》2013,42(4):444-459
This article is a case study of the relation between urban schooling and university education, using two main sources. Data on the schools attended by history students at Edinburgh University between 1899 and 1933 illustrate the diversity and social ranking of schools in the city. New higher grade schools had a key role in increasing access to university education for both men and women, especially for prospective teachers; the significance of the Education (Scotland) Act of 1918 for Catholic schools, and the continuing importance of small private schools for girls, are also shown. The second source analyses the school origins of successful Edinburgh candidates in civil service examinations between 1896 and 1944, supplemented for other parts of Scotland by the report of the Royal Commission on the Civil Service of 1912. This elite career drew mainly from older schools, and contemporary claims for equality of opportunity in Scotland need to be treated with reserve. 相似文献
3.
Rosnah SUTAN Rosnah Mohamad AMIN Khatija Banu ARIFFIN Tang Zoun TENG Mohd Faiz KAMAL Rusli Zaim RUSLI 《Journal of Zhejiang University. Science. B》2010,11(3):209-217
Objective:To evaluate the psychosocial impact among mothers with perinatal loss and its contributing factors.Methods:A cross sectional study was conducted in University Kebangsaan Malaysia Medical Centre (UKMMC) from April 2008 to May 2009 using Edinburgh Postnatal Depression Scale (EPDS) and self administered questionnaire.Results:Sixty-two respondents were included and most of them were working mothers (77.4%).The mean age of the respondents was (31.0±5.6) years and a majority of the subjects aged between... 相似文献
4.
艾战胜 《华南师范大学学报(社会科学版)》2012,1(1):71-75,160
“强纲领”是以布鲁尔和巴恩斯为代表的爱丁堡学派主张的核心理论.简而言之,“强纲领”的主旨就是主张对科学知识的成因进行社会学说明,其坚持的基本原则就是因果性、公正性、对称性、反身性.“强纲领”的本质是相对主义的,而且,它既具有哲学史上传统相对主义的一些共性,又具有其独特的内容和特征,即拒斥科学理性、消解科学真理、解构科学方法、彰显科学文化. 相似文献
5.
Martin Lawn Ian J. Deary Caroline Brett David J. Bartholomew 《History of education》2013,42(4):565-585
Professor Sir Godfrey Thomson is one of the key foundational actors in the history of the educational sciences in the UK. At a time when educational studies and the study of educational psychology were very closely linked, in the decades of the mid‐twentieth century, Thomson was a crucial figure in education research. He is known for his work on intelligence, factorial analysis and the validation and production of intelligence tests (the Moray House tests). However, he viewed himself as a teacher in his work as a professor at the University of Edinburgh and as director of Moray House teachers’ college. He managed closely an ambitious plan to develop an advanced school of education, combining the university department of education, teacher training and a demonstration school, and supervised and taught on many of its courses. This paper is based on a unique resource, an audio recording of Thomson teaching in the early 1950s. It considers the distinctiveness and the research value of this audio source in relation to complementary oral and documentary sources. 相似文献
6.
Mark O’Neill 《Cultural Trends》2019,28(1):20-35
ABSTRACTDespite, or perhaps because of, being only 45 miles apart and of a similar size, Glasgow and Edinburgh are famous for their historical and cultural differences and notorious for their rivalry. This article will explore the history of museum visiting by comparing the current visitor demographics of Glasgow Museums, with those of the National Galleries and the National Museums in Edinburgh, and exploring the extent to which these differences can be traced back to the founding cultures of these institutions. Drawing on historical visitor data and discourse analysis of official museum commentary on visitor behaviour, this article will assess Davies, Paton and Sullivan’s museum version of the Competing Values Framework and Wouter’s theory of informalisation as approaches to interpret how institutional traditions have interacted with wider social developments. It will conclude with reflections on the implications for museum history, and for current policy and practice. 相似文献
7.
科研是探索客观世界获取科学知识的活动,科普则是传播普及科学知识的过程,科研和科普是植物园重要的两种功能。以英国皇家邱植物园和爱丁堡植物园为例,阐述如何将科研与科普有效结合促进公众科学素养提高,以及对我国科学植物园建设的借鉴作用。 相似文献
8.
爱丁堡大学人工智能专业有着悠久的历史传统,可以追溯到20世纪50年代创办的AI实验室,在人工智能理论和技术研究上实力雄厚。其人才培养在顶层设计上具备明晰具体、交叉融合、推陈出新的培养目标;在培养过程中开展合理有序、结构均衡、能动高效的课程和教学活动;在质量输出上拥有科学专业的评价体制和完备细致的质量保障。 相似文献
9.
Hélène Kolosovich 《Slavic & East European Information Resources》2020,21(1-2):44-79
ABSTRACT The present article describes the life of the Grand Duchess Maria Alexandrovna of Russia (1853–1920) through the correspondence with her parents: the Emperor of Russia Alexander II, the Empress and close friends. The accent is on Grand Duchess’s life in Great Britain after her marriage in 1874 to Prince Alfred, Duke of Edinburgh (1844–1900), second son of the Queen Victoria but also about her life in the Duchies of Saxe-Coburg and Gotha after 1893 with frequent visits to her family in Russia. The letters give us important information about the Grand Duchess’s life, her children, and her social contacts with political and diplomatic circles of the period. 相似文献
10.
Martin Lawn Ian Deary 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):301-319
The University of Edinburgh and Moray House teachers’ college began to develop a new model of research and teaching, institutionalised in a combined university department and teachers’ college, with a research laboratory and advanced research degree in the 1920s. This new institution was modelled on the innovative and influential Teachers College, within Columbia University, New York, and was driven by a strong Scottish demand for advanced practice in education. It benefited from, and was shaped by, its new head, Godfrey Thomson, and his capability and leadership produced a model of a school of education that would be radical today had it survived the 1950s. 相似文献