Pub Date : 2023-07-01DOI: 10.15240/tul/006/2023-1-003
André Epp
Relations between Professional Action and Biographical Transition Experiences of Teachers’ – Dealing with Uncertainty as an Intertwined Connection. In the article it is shown that, uncertainty is not only constitutive for professional action of teachers, but also for transitions, since the latter have lost their function of providing stability and direction in the historical course of time. In this context, the focus is also on how and with which strategies teachers react to potential uncertainty in biographical transitions and in occupational-professional action and to what extent these are related to each other. In the course of the analysis with a category-based and a sequential procedure, which were related to each other, two types could be identified. With their occupational-related activities to support students in transitional processes to vocational training, both of these types tie in with action strategies that have “proven themselves” in the context of their own biographical transitions. However, only biographical work triggers corresponding resonances that promote professional teacher action.
{"title":"Relationen zwischen professionellem Handeln und biografischen Übergangserfahrungen von Lehrkräften – Der Umgang mit Ungewissheit als eine miteinander verflochtene Verbindung","authors":"André Epp","doi":"10.15240/tul/006/2023-1-003","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-003","url":null,"abstract":"Relations between Professional Action and Biographical Transition Experiences of Teachers’ – Dealing with Uncertainty as an Intertwined Connection. In the article it is shown that, uncertainty is not only constitutive for professional action of teachers, but also for transitions, since the latter have lost their function of providing stability and direction in the historical course of time. In this context, the focus is also on how and with which strategies teachers react to potential uncertainty in biographical transitions and in occupational-professional action and to what extent these are related to each other. In the course of the analysis with a category-based and a sequential procedure, which were related to each other, two types could be identified. With their occupational-related activities to support students in transitional processes to vocational training, both of these types tie in with action strategies that have “proven themselves” in the context of their own biographical transitions. However, only biographical work triggers corresponding resonances that promote professional teacher action.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.15240/tul/006/2023-1-007
M. Nikolova
The Serbs in Old Serbia and Macedonia in the late 19th century, in national terms, were not recognized by the Turkish authorities. Their position in this region made it difficult for the Bulgarian and Greek propaganda and armed troops of Albanians, so the Serbs had to struggle to defend themselves and defend their national identity. One aspect of this struggle was the educational and cultural activity reflected in the establishment and development of the Serbian primary and secondary schools, the establishment of bookstores, and church-school communities. Support in all this was given by t he educational institutions, which had the task of minimizing foreign influences and using the potentials at their disposal to achieve national integrity. Thanks to their existence, at least for a short time, it seemed that the prevailing attitude was that the Serbs in those areas at the same time formed a bridge and an insurmountable gap between East and West. Besides the State government, support in dealing with educational issues was given by the Saint Sava Association established at the initiative of Svetomir Nikolajevic, professor of History and Literature at the Great School. Academic, political, and national activities of the Association were expressed through the establishment and work of Saint Sava evening, Preparatory and Theological-Teaching School in Belgrade.
{"title":"The Action of the Saint Sava Society on the Formation of Identity among Serbs in Old Serbia and Macedonia","authors":"M. Nikolova","doi":"10.15240/tul/006/2023-1-007","DOIUrl":"https://doi.org/10.15240/tul/006/2023-1-007","url":null,"abstract":"The Serbs in Old Serbia and Macedonia in the late 19th century, in national terms, were not recognized by the Turkish authorities. Their position in this region made it difficult for the Bulgarian and Greek propaganda and armed troops of Albanians, so the Serbs had to struggle to defend themselves and defend their national identity. One aspect of this struggle was the educational and cultural activity reflected in the establishment and development of the Serbian primary and secondary schools, the establishment of bookstores, and church-school communities. Support in all this was given by t he educational institutions, which had the task of minimizing foreign influences and using the potentials at their disposal to achieve national integrity. Thanks to their existence, at least for a short time, it seemed that the prevailing attitude was that the Serbs in those areas at the same time formed a bridge and an insurmountable gap between East and West. Besides the State government, support in dealing with educational issues was given by the Saint Sava Association established at the initiative of Svetomir Nikolajevic, professor of History and Literature at the Great School. Academic, political, and national activities of the Association were expressed through the establishment and work of Saint Sava evening, Preparatory and Theological-Teaching School in Belgrade.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43363058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-007
Dorota Pauluk
After the Second World War, Poland imposed a socialist system and Marxist ideology. Communist propaganda proclaimed the slogans of emancipation and equality of women through work. This situation changed the relationship between the sexes and how roles were performed. Moral changes, a demographic explosion, high divorce and abortion rates were a serious scratch on the image of an ideal society for the communists. Sexual education was to counteract the negative trends. The article aims to show the image of a woman that emerges from the publication of sex education during the period of Stalinism and post-Stalinism. The compact publications recommended by the Society for Conscious Motherhood (1946–1962), supported by the communist authorities, were selected for the analysis. The female themes are a mixture of scientific knowledge and Marxist ideology. Sex education aimed to prepare responsible wives and mothers who would reconcile traditional roles with professional work. The knowledge of rational fertility management (contraception) was to ensure the fulfilment of the roles. With an emphasis on emancipation and equality, women were also held responsible for the quality of sex life, the welfare of marriage, family and socialist society. The argument for such an approach was to result from the natural differences between the sexes. The results of the analysis showed inconsistency and inconsistency in the emerging image of a woman and expectations regarding the performance of social roles.
{"title":"A Woman in the Polish Model of Sex Education in the Stalinist and Post-Stalinist Period","authors":"Dorota Pauluk","doi":"10.15240/tul/006/2022-2-007","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-007","url":null,"abstract":"After the Second World War, Poland imposed a socialist system and Marxist ideology. Communist propaganda proclaimed the slogans of emancipation and equality of women through work. This situation changed the relationship between the sexes and how roles were performed. Moral changes, a demographic explosion, high divorce and abortion rates were a serious scratch on the image of an ideal society for the communists. Sexual education was to counteract the negative trends. The article aims to show the image of a woman that emerges from the publication of sex education during the period of Stalinism and post-Stalinism. The compact publications recommended by the Society for Conscious Motherhood (1946–1962), supported by the communist authorities, were selected for the analysis. The female themes are a mixture of scientific knowledge and Marxist ideology. Sex education aimed to prepare responsible wives and mothers who would reconcile traditional roles with professional work. The knowledge of rational fertility management (contraception) was to ensure the fulfilment of the roles. With an emphasis on emancipation and equality, women were also held responsible for the quality of sex life, the welfare of marriage, family and socialist society. The argument for such an approach was to result from the natural differences between the sexes. The results of the analysis showed inconsistency and inconsistency in the emerging image of a woman and expectations regarding the performance of social roles.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45966260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-004
U. Lohmann
The opening of the Jewish Wilhelm School in Breslau (Wroclaw) in 1791 was celebrated with a large public ceremony, which was attended not only by the newly admitted pupils, their parents and teachers, but also by high state officials and well-known scholars. Similar large-scale and publicly announced celebrations took place in 1810, when the first German Reform synagogue, the so-called Jacobs Temple, was solemnly inaugurated in Seesen. Two years before this event, the Westphalian Consistory of Israelites in Kassel had been opened also with a public celebration. Both institutions now held “confirmations,” which replaced the traditional bar mitzvah. The admission to the Wilhelm School in Breslau and the participation in the Reform services in Seesen and Kassel meant for the Jewish pupils and “confirmands” not only the transition into another phase of life. These entries also marked the transition from traditional Judaism to a Judaism of modernity. Accordingly, these newly created institutions were primarily concerned with forming entirely ‘new humans’. The Breslau School aimed at a balanced perfection of the intellect, emotions and morality of its pupils. Analogously, the worship services and confirmations in Seesen and Kassel were directed toward “thinking, feeling, and acting religiously”. Drawing on the descriptions of the opening ceremonies and the inauguration speeches in Breslau, Kassel and Seesen, the rites of transition, the terminology associated with the transition and the conceptual content of the envisaged new type of education and instruction are outlined.
{"title":"Einweihungszeremonien als Übergangsriten in jüdischer Aufklärung und Reformbewegung. Drei Fallbeispiele","authors":"U. Lohmann","doi":"10.15240/tul/006/2022-2-004","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-004","url":null,"abstract":"The opening of the Jewish Wilhelm School in Breslau (Wroclaw) in 1791 was celebrated with a large public ceremony, which was attended not only by the newly admitted pupils, their parents and teachers, but also by high state officials and well-known scholars. Similar large-scale and publicly announced celebrations took place in 1810, when the first German Reform synagogue, the so-called Jacobs Temple, was solemnly inaugurated in Seesen. Two years before this event, the Westphalian Consistory of Israelites in Kassel had been opened also with a public celebration. Both institutions now held “confirmations,” which replaced the traditional bar mitzvah. The admission to the Wilhelm School in Breslau and the participation in the Reform services in Seesen and Kassel meant for the Jewish pupils and “confirmands” not only the transition into another phase of life. These entries also marked the transition from traditional Judaism to a Judaism of modernity. Accordingly, these newly created institutions were primarily concerned with forming entirely ‘new humans’. The Breslau School aimed at a balanced perfection of the intellect, emotions and morality of its pupils. Analogously, the worship services and confirmations in Seesen and Kassel were directed toward “thinking, feeling, and acting religiously”. Drawing on the descriptions of the opening ceremonies and the inauguration speeches in Breslau, Kassel and Seesen, the rites of transition, the terminology associated with the transition and the conceptual content of the envisaged new type of education and instruction are outlined.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43597638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-001
T. Neuhaus, Michaela Vogt
This paper is trying to offer a perspective on why the German concept of Bildung was able to master transitions regarding time, geography, and disciplines. The argument of this paper is that Bildung is a transformative process which greatly resembles the archetypical pattern as identified by Carl Gustav and later refined by Joseph Campbell. In order to argue for this claim, this paper will provide an overview on the idea of the archetype and, in the following, identify aspects of Bildung which follow the archetypical pattern. The paper will focus on the history of the term as well as its origins but also on specific realization of learning processes as suggested by educational psychology as well as educational institutions.
{"title":"The Concept of German Bildung as a Realization of the Hero Archetype","authors":"T. Neuhaus, Michaela Vogt","doi":"10.15240/tul/006/2022-2-001","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-001","url":null,"abstract":"This paper is trying to offer a perspective on why the German concept of Bildung was able to master transitions regarding time, geography, and disciplines. The argument of this paper is that Bildung is a transformative process which greatly resembles the archetypical pattern as identified by Carl Gustav and later refined by Joseph Campbell. In order to argue for this claim, this paper will provide an overview on the idea of the archetype and, in the following, identify aspects of Bildung which follow the archetypical pattern. The paper will focus on the history of the term as well as its origins but also on specific realization of learning processes as suggested by educational psychology as well as educational institutions.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49165468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-011
Jakub Seiner
{"title":"Report from the General Conference ICOM","authors":"Jakub Seiner","doi":"10.15240/tul/006/2022-2-011","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-011","url":null,"abstract":"","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-003
P. Alfieri
In traditionally Catholic countries, First Communion has widely functioned as a key rite of passage. In the modern age, and in particular during the eighteenth century, children were not admitted to the sacrament of the Eucharist until adolescence or even until the age of twenty. The ceremony thus represented a rite of passage that marked the transition to adulthood. A reversal of tradition came in some pastoral experiences of the nineteenth century and was officially established by the decree Quam singulari Christus amore – ordered in 1910 by Pope Pius X – which set the age for receiving Holy Communion at around seven years. First Communion still retained the form of a rite of passage, albeit without the adultist religious language surrounding Confirmation and without the pessimism about childhood that had been inherited from the past. The new educational outlook initiated by Pius X was also confirmed by his successors. Analysis of official Church pronouncements, devotional literature for children, and selected religious images – examined with an interdisciplinary heuristic approach – allows to shed light on a key shift in the Italian Catholic educational imaginary over the first half of the twentieth century, when Communion was seen as a typical childhood experience, in accordance with the changes underway in the upbringing and socialization of children and with the educational theories that valued children’s spontaneity and experience.
{"title":"First Communion in Early Twentieth-century Italy: a Rite of Passage within Childhood","authors":"P. Alfieri","doi":"10.15240/tul/006/2022-2-003","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-003","url":null,"abstract":"In traditionally Catholic countries, First Communion has widely functioned as a key rite of passage. In the modern age, and in particular during the eighteenth century, children were not admitted to the sacrament of the Eucharist until adolescence or even until the age of twenty. The ceremony thus represented a rite of passage that marked the transition to adulthood. A reversal of tradition came in some pastoral experiences of the nineteenth century and was officially established by the decree Quam singulari Christus amore – ordered in 1910 by Pope Pius X – which set the age for receiving Holy Communion at around seven years. First Communion still retained the form of a rite of passage, albeit without the adultist religious language surrounding Confirmation and without the pessimism about childhood that had been inherited from the past. The new educational outlook initiated by Pius X was also confirmed by his successors. Analysis of official Church pronouncements, devotional literature for children, and selected religious images – examined with an interdisciplinary heuristic approach – allows to shed light on a key shift in the Italian Catholic educational imaginary over the first half of the twentieth century, when Communion was seen as a typical childhood experience, in accordance with the changes underway in the upbringing and socialization of children and with the educational theories that valued children’s spontaneity and experience.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42940239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-002
Wilfried Göttlicher
This paper explores whether the succession of generations can be an impetus that changes prevailing patterns of interpretation within teaching staff. Following Karl Mannheim, I argue that social patterns of interpretation are shaped by generation-specific experiences. One then would expect changes in the patterns of interpretation within teaching staff to take place continuously, as older members are replaced by younger ones. But due to particular dynamics within the labour market, over the last two centuries, always one specific birth cohort was prevailing among teachers (in Germany). At the end of its career, it was replaced by a younger cohort within a short period. This might mean, typical patterns of interpretation changed within a short period as well. This idea is tested by two examples. They suggest it is correct for a homogeneous group of teachers. However, within other social groups of teachers in other geographical areas different patterns of interpretation can be found simultaneously. Considering the teaching profession as a whole it would thus be problematic to assume uniform, generation-specific patterns of interpretation that changed at uniform points in time.
{"title":"Wandel von Deutungsmustern in Lehrerkollegien – Übergänge, Transitionen und das Problem der Generationen","authors":"Wilfried Göttlicher","doi":"10.15240/tul/006/2022-2-002","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-002","url":null,"abstract":"This paper explores whether the succession of generations can be an impetus that changes prevailing patterns of interpretation within teaching staff. Following Karl Mannheim, I argue that social patterns of interpretation are shaped by generation-specific experiences. One then would expect changes in the patterns of interpretation within teaching staff to take place continuously, as older members are replaced by younger ones. But due to particular dynamics within the labour market, over the last two centuries, always one specific birth cohort was prevailing among teachers (in Germany). At the end of its career, it was replaced by a younger cohort within a short period. This might mean, typical patterns of interpretation changed within a short period as well. This idea is tested by two examples. They suggest it is correct for a homogeneous group of teachers. However, within other social groups of teachers in other geographical areas different patterns of interpretation can be found simultaneously. Considering the teaching profession as a whole it would thus be problematic to assume uniform, generation-specific patterns of interpretation that changed at uniform points in time.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43076426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-009
Martin Strouhal
The study deals with the question of the relationships among the conception of human nature, its cognition and education in Michel de Montaigne’s Essays. In the series of essays, Montaigne repeatedly rejects attempts to base his conception of human nature on antic- scholastic traditions operating with the general concepts of man. Montaigne’s specific Christian scepticism (“new pyrrhonism”) is the starting point and the argumentative method for rejecting the reliability of general concepts and definitions. Whereas scholastic (as well as predominantly entire ancient) philosophy assumed the existence of an ideal species to be the essence that determines each individual’s essential characteristics, Montaigne sees, on the contrary, man in the state of constant transformation, transition as crucial to understanding the human situation. This fundamentally transforms the traditional understanding of the relationship between a pattern and its imitation, into a relationship that has not only epistemological but also pedagogical and moral implications. Montaigne argues that subjectivity cannot be understood against the background of a general pattern, but only from itself, from ambiguities and paradoxes that, on the contrary, exclude, elude any generalization. Human nature cannot be captured in a general concept, it can only be exemplified from a specific experience. Thus, man is much more a transition (from one form to another) than a substance. The aim of this study is to show Michel de Montaigne as a modern and up-to-date thinker who, through his rhetoric and his way of grasping pedagogical issues, has opened up a number of educational questions that are relevant today: for example, how to understand the educational goal in a practical and informal way, how to work in education with the unique and the non-generalizable, and how to consider the relationship between knowledge and action.
{"title":"Obraz člověka a výchovy v Esejích Michela de Montaigne","authors":"Martin Strouhal","doi":"10.15240/tul/006/2022-2-009","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-009","url":null,"abstract":"The study deals with the question of the relationships among the conception of human nature, its cognition and education in Michel de Montaigne’s Essays. In the series of essays, Montaigne repeatedly rejects attempts to base his conception of human nature on antic- scholastic traditions operating with the general concepts of man. Montaigne’s specific Christian scepticism (“new pyrrhonism”) is the starting point and the argumentative method for rejecting the reliability of general concepts and definitions. Whereas scholastic (as well as predominantly entire ancient) philosophy assumed the existence of an ideal species to be the essence that determines each individual’s essential characteristics, Montaigne sees, on the contrary, man in the state of constant transformation, transition as crucial to understanding the human situation. This fundamentally transforms the traditional understanding of the relationship between a pattern and its imitation, into a relationship that has not only epistemological but also pedagogical and moral implications. Montaigne argues that subjectivity cannot be understood against the background of a general pattern, but only from itself, from ambiguities and paradoxes that, on the contrary, exclude, elude any generalization. Human nature cannot be captured in a general concept, it can only be exemplified from a specific experience. Thus, man is much more a transition (from one form to another) than a substance. The aim of this study is to show Michel de Montaigne as a modern and up-to-date thinker who, through his rhetoric and his way of grasping pedagogical issues, has opened up a number of educational questions that are relevant today: for example, how to understand the educational goal in a practical and informal way, how to work in education with the unique and the non-generalizable, and how to consider the relationship between knowledge and action.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43807023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-010
S. Polenghi, A. Debè
{"title":"ISCHE 43 Milan. Histories of Educational Technologies. Cultural and Social Dimensions of Pedagogical Objects. Aims and Results","authors":"S. Polenghi, A. Debè","doi":"10.15240/tul/006/2022-2-010","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-010","url":null,"abstract":"","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49431878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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