Pub Date : 2022-12-01DOI: 10.15240/tul/006/2022-2-008
Katalin Kempf, Beatrix Vincze, A. Németh
As a specific pedagogical transformation of the above-mentioned cultural anthropological approach, the article attempts to answer the questions motivated by museum pedagogy. They are: a) What transitional processes are evident in the world of traditional museums because of digitalisation in the informal processes of museum knowledge transfer? b) How do these processes affect the behaviour of museum visitors and the rituals of the museum visit itself? The topicality of the research to be presented is that museums closed because of the COVID pandemic have been permanently transformed into virtual space, which has fundamentally changed the range of museum content and their museum education programmes. Research complementing the topic analyses the websites of Hungarian museums and examines the main characteristics of virtual visitors (need-based information, search, and user activities) and changes in visitor behaviour. It analyses a) how visitor rituals develop, b) how specific elements of these specific transitional changes appear in cyberspace. The research intervals were Spring quarantine 2020, reopening in summer and closure period from autumn 2020 to spring 2021.
{"title":"Museumspädagogik im digitalen Raum und die Pandemiezeit ‒ ihre transitiven Prozesse und Rituale","authors":"Katalin Kempf, Beatrix Vincze, A. Németh","doi":"10.15240/tul/006/2022-2-008","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-008","url":null,"abstract":"As a specific pedagogical transformation of the above-mentioned cultural anthropological approach, the article attempts to answer the questions motivated by museum pedagogy. They are: a) What transitional processes are evident in the world of traditional museums because of digitalisation in the informal processes of museum knowledge transfer? b) How do these processes affect the behaviour of museum visitors and the rituals of the museum visit itself? The topicality of the research to be presented is that museums closed because of the COVID pandemic have been permanently transformed into virtual space, which has fundamentally changed the range of museum content and their museum education programmes. Research complementing the topic analyses the websites of Hungarian museums and examines the main characteristics of virtual visitors (need-based information, search, and user activities) and changes in visitor behaviour. It analyses a) how visitor rituals develop, b) how specific elements of these specific transitional changes appear in cyberspace. The research intervals were Spring quarantine 2020, reopening in summer and closure period from autumn 2020 to spring 2021.","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":"42161514","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/006/2022-2-012
Jan Šimek, Petr Matějček, Tomáš Kasper
{"title":"Zpráva o konferenci: 12. sjezd historiků České republiky. Několik zamyšlení nad postavením dějin vzdělanosti","authors":"Jan Šimek, Petr Matějček, Tomáš Kasper","doi":"10.15240/tul/006/2022-2-012","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-012","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":"45776802","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/006/2022-2-005
Richard Pohle
This paper is a plea and an invitation not only to locate the tutor as a historical figure in the pre-modern period, but to explore him as an integral part of the private education market of the 19th and still early 20th century. To this end, it begins by considering why historical and pedagogical research has so far paid little attention to the continuing existence of this figure after 1800. It then discusses empirical approaches to this precarious phenomenon and the possibilities offered by accessing it through protestant candidates for pastorates. Finally, using the advice literature, it attempts to show how the discursive processing of the home teacher experience as well as their social position changed in the course of the 19th century. As a transitional figure, both in biographical terms and in terms of pedagogical history, it can serve to open up the flourishing private education market of the 19th century and, what is more, to give contemporary homeschooling experiences a historical depth dimension.
{"title":"Tutors and Home Teachers – a Transitional Position in the 19th Century","authors":"Richard Pohle","doi":"10.15240/tul/006/2022-2-005","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-005","url":null,"abstract":"This paper is a plea and an invitation not only to locate the tutor as a historical figure in the pre-modern period, but to explore him as an integral part of the private education market of the 19th and still early 20th century. To this end, it begins by considering why historical and pedagogical research has so far paid little attention to the continuing existence of this figure after 1800. It then discusses empirical approaches to this precarious phenomenon and the possibilities offered by accessing it through protestant candidates for pastorates. Finally, using the advice literature, it attempts to show how the discursive processing of the home teacher experience as well as their social position changed in the course of the 19th century. As a transitional figure, both in biographical terms and in terms of pedagogical history, it can serve to open up the flourishing private education market of the 19th century and, what is more, to give contemporary homeschooling experiences a historical depth dimension.","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":"41255662","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/006/2022-2-006
J. Hajnal set up the these that the Western European marriage pattern was characterized by a relatively late marriage in broad strata of the population below the elites. The adolescence, the long period between sexual maturity and marriage, was often spent in the service of a foreign household. I examined the view on children in popular, didactic texts aimed at urban laypeople, comparing sources from around 1300 with those from around 1500. Hajnal’s foregoing finding is primarily supported by the early sources. From adolescence on, the terms for young people changed from gender-unspecific “kint [child]” to “kneht” or “meit”. These youths are mostly mentioned as servants. By 1500, there were significantly more Latin schools than by 1300 and they did no longer serve the sole purpose of providing clerics. The examined sources from this period deal mainly with the socialization of boys to erudition; that of girls and unlearned boys, still the majority of adolescents, is mentioned only in passing. A different gender-specific socialization of “sun [son]” and “tochter [daughter]” appears to be a more important aspect than the break between childhood and adolescence in the life cycle.
{"title":"Abnehmende Bedeutung des Übergangs zwischen Kindes- und Jugendalter durch vermehrte Lateinschulbildung im Mittelalter?","authors":"","doi":"10.15240/tul/006/2022-2-006","DOIUrl":"https://doi.org/10.15240/tul/006/2022-2-006","url":null,"abstract":"J. Hajnal set up the these that the Western European marriage pattern was characterized by a relatively late marriage in broad strata of the population below the elites. The adolescence, the long period between sexual maturity and marriage, was often spent in the service of a foreign household. I examined the view on children in popular, didactic texts aimed at urban laypeople, comparing sources from around 1300 with those from around 1500. Hajnal’s foregoing finding is primarily supported by the early sources. From adolescence on, the terms for young people changed from gender-unspecific “kint [child]” to “kneht” or “meit”. These youths are mostly mentioned as servants. By 1500, there were significantly more Latin schools than by 1300 and they did no longer serve the sole purpose of providing clerics. The examined sources from this period deal mainly with the socialization of boys to erudition; that of girls and unlearned boys, still the majority of adolescents, is mentioned only in passing. A different gender-specific socialization of “sun [son]” and “tochter [daughter]” appears to be a more important aspect than the break between childhood and adolescence in the life cycle.","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":"49551823","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 : 2022-08-01DOI: 10.15240/tul/006/2022-1-008
The paper presents the results of an empirical study in which students (N=41) made digital stories in history classes in two different age groups. The aims of using digital storytelling in history classes were, on the one hand, to find and use relevant written and visual sources, and on the other hand, to create a personal connection to a historical person or event. The purposes of the research were (1) to clarify the conditions of applying digital storytelling in history classrooms in lower and upper secondary school levels and (2) to measure the impact of it on students’ learning competencies. The teachers wrote case studies, and students wrote learning diaries about their educational experiences. Students’ reading, writing, and listening skills were measured with pre- and post-tests. Throughout the project, the active involvement of students, their own learning activities, and creativity with digital tools were observed. We have found that the method creates a link between generations. Meanwhile, core competencies such as reading and writing were developed. The didactic limitations of using digital storytelling could be traced back to the lack of time, digital equipment and rooms.
{"title":"Using of Digital Storytelling in the Teaching of History","authors":"","doi":"10.15240/tul/006/2022-1-008","DOIUrl":"https://doi.org/10.15240/tul/006/2022-1-008","url":null,"abstract":"The paper presents the results of an empirical study in which students (N=41) made digital stories in history classes in two different age groups. The aims of using digital storytelling in history classes were, on the one hand, to find and use relevant written and visual sources, and on the other hand, to create a personal connection to a historical person or event. The purposes of the research were (1) to clarify the conditions of applying digital storytelling in history classrooms in lower and upper secondary school levels and (2) to measure the impact of it on students’ learning competencies. The teachers wrote case studies, and students wrote learning diaries about their educational experiences. Students’ reading, writing, and listening skills were measured with pre- and post-tests. Throughout the project, the active involvement of students, their own learning activities, and creativity with digital tools were observed. We have found that the method creates a link between generations. Meanwhile, core competencies such as reading and writing were developed. The didactic limitations of using digital storytelling could be traced back to the lack of time, digital equipment and rooms.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46409805","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 : 2022-08-01DOI: 10.15240/tul/006/2022-1-004
Jakub Kuliś
The aim of the article is to show the changes in the perception of Germans and Polish-German relations in the education of the People’s Republic of Poland. This problem is related to the changes in the domestic politics of post-war Poland and both German states. The paper is devoted to the evolution of the perception of Poland’s western neighbor from the post-war period to the end of the Polish People’s Republic, i.e. until 1989. The study presents the beginnings of the anti-German narration, caused by war trauma, which has intensified since 1949 due to pressure which has been exerted by communist government. The next part shows in which places the end of Stalinism and the takeover of power by Władysław Gomułka softened the perception of Federal Republic of Germany. The next phase was opened by the recognition of the western border of Poland by the Federal Republic of Germany on December 7, 1970. This event entailed a gradual liberalization of the recognition of the German problem in the curricula. Undoubtedly, this tendency deepened in the decade of Edward Gierek’s rule due to the problems of the Polish People’s Republic with the repayment of foreign debt, partly also in West Germany. In the early 1980s, the establishment of The Independent and Self-Governing Trade Union Solidarność brought a new quality. Thanks to them the methods of showing Germans (and Polish education as a whole) started a slowly evolution to eliminate the communist propaganda. The school subjects which received the most attention were history, German language, Polish language and geography, because during these lessons the issues related to Germany were most often discussed. The work was created on the basis of selected textbooks and curricula.
{"title":"Transitions in the Way Germans and Polish-German Relations Were Presented in the Primary Schools of the Polish People’s Republic","authors":"Jakub Kuliś","doi":"10.15240/tul/006/2022-1-004","DOIUrl":"https://doi.org/10.15240/tul/006/2022-1-004","url":null,"abstract":"The aim of the article is to show the changes in the perception of Germans and Polish-German relations in the education of the People’s Republic of Poland. This problem is related to the changes in the domestic politics of post-war Poland and both German states. The paper is devoted to the evolution of the perception of Poland’s western neighbor from the post-war period to the end of the Polish People’s Republic, i.e. until 1989. The study presents the beginnings of the anti-German narration, caused by war trauma, which has intensified since 1949 due to pressure which has been exerted by communist government. The next part shows in which places the end of Stalinism and the takeover of power by Władysław Gomułka softened the perception of Federal Republic of Germany. The next phase was opened by the recognition of the western border of Poland by the Federal Republic of Germany on December 7, 1970. This event entailed a gradual liberalization of the recognition of the German problem in the curricula. Undoubtedly, this tendency deepened in the decade of Edward Gierek’s rule due to the problems of the Polish People’s Republic with the repayment of foreign debt, partly also in West Germany. In the early 1980s, the establishment of The Independent and Self-Governing Trade Union Solidarność brought a new quality. Thanks to them the methods of showing Germans (and Polish education as a whole) started a slowly evolution to eliminate the communist propaganda. The school subjects which received the most attention were history, German language, Polish language and geography, because during these lessons the issues related to Germany were most often discussed. The work was created on the basis of selected textbooks and curricula.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261271","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 : 2022-08-01DOI: 10.15240/tul/006/2022-1-005
A. Maier
This paper is picking up the assumption, that youth was ‘discovered’ at the beginning of the 20th century as an own life stage as well as a kind of aesthetic energy that inspired people of every age and class to cultivate an idealistic sentiment and attitude. In this context, the essay is posing the question in which way Friedrich Wilhelm Foerster (1869–1966) and his pedagogical thinking have contributed to this discovery. Thereby, the paper can also be understood as an input – among others – to close the research gap on Foersters educational theory. There are two main focuses: The first one lies on his comprehension on education as ‘self-education’ of the youth, which is allowed by their natural force. Because nature is disordered, ‘self-education’ needs – this is the second aspect – an idealistic orientation: the Christian faith. On the way to clarify his concept of ‘self-education’, that was inspired by the United States ‘progressive education’, and to curve out the role of the Christian tradition, the essay compares Foerster with John Dewey (1859–1952). At last, this exploration leads not only to the result, that the heritage of Christianity was meaningful for both but also, that this Christian influence gave their concepts of ‘new education’ – in contrast to others – some precise criteria, so that they were able to deal with ‘normal’ young people (instead of the ‘holy child’) and to resist fascism or socialism. But this doesn’t mean, that Foersters educational concept was exempt of ambivalence in a pedagogical perspective.
{"title":"Die ‚Entdeckung‘ der Jugend durch die Pädagogik Friedrich Wilhelm Foersters im Spannungsfeld von natürlicher Kraft und christlicher Idealität","authors":"A. Maier","doi":"10.15240/tul/006/2022-1-005","DOIUrl":"https://doi.org/10.15240/tul/006/2022-1-005","url":null,"abstract":"This paper is picking up the assumption, that youth was ‘discovered’ at the beginning of the 20th century as an own life stage as well as a kind of aesthetic energy that inspired people of every age and class to cultivate an idealistic sentiment and attitude. In this context, the essay is posing the question in which way Friedrich Wilhelm Foerster (1869–1966) and his pedagogical thinking have contributed to this discovery. Thereby, the paper can also be understood as an input – among others – to close the research gap on Foersters educational theory. There are two main focuses: The first one lies on his comprehension on education as ‘self-education’ of the youth, which is allowed by their natural force. Because nature is disordered, ‘self-education’ needs – this is the second aspect – an idealistic orientation: the Christian faith. On the way to clarify his concept of ‘self-education’, that was inspired by the United States ‘progressive education’, and to curve out the role of the Christian tradition, the essay compares Foerster with John Dewey (1859–1952). At last, this exploration leads not only to the result, that the heritage of Christianity was meaningful for both but also, that this Christian influence gave their concepts of ‘new education’ – in contrast to others – some precise criteria, so that they were able to deal with ‘normal’ young people (instead of the ‘holy child’) and to resist fascism or socialism. But this doesn’t mean, that Foersters educational concept was exempt of ambivalence in a pedagogical perspective.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47980177","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 : 2022-08-01DOI: 10.15240/tul/006/2022-1-006
Daniel Oelbauer
At the beginning of the 1920s there were groundbreaking developments in Thuringia‘s penal system and adult education. The execution of retribution gave way to an education which pursued the goal of treating each prisoner individually. Educational measures were given special priority. In particular, the offer included adult education formats in the understanding of the „Neue Richtung“ of Weimar adult education. The participants should be enabled to plan and shape their need for education independently. „Arbeitsgemeinschaft“ (working group) was used as method. Against the background of different framework conditions in the penal system and „free“ adult education, the question of the challenges that had to be overcome for the (successful) implementation of working groups is investigated using the example of the Thuringian state penal institution Untermaßfeld.
{"title":"Die „Arbeitsgemeinschaft“ im Erziehungsvollzug der Landesstrafanstalt Untermaßfeld/Thüringen um 1930","authors":"Daniel Oelbauer","doi":"10.15240/tul/006/2022-1-006","DOIUrl":"https://doi.org/10.15240/tul/006/2022-1-006","url":null,"abstract":"At the beginning of the 1920s there were groundbreaking developments in Thuringia‘s penal system and adult education. The execution of retribution gave way to an education which pursued the goal of treating each prisoner individually. Educational measures were given special priority. In particular, the offer included adult education formats in the understanding of the „Neue Richtung“ of Weimar adult education. The participants should be enabled to plan and shape their need for education independently. „Arbeitsgemeinschaft“ (working group) was used as method. Against the background of different framework conditions in the penal system and „free“ adult education, the question of the challenges that had to be overcome for the (successful) implementation of working groups is investigated using the example of the Thuringian state penal institution Untermaßfeld.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42917639","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 : 2022-08-01DOI: 10.15240/tul/006/2022-1-003
Lajos Somogyvári
Celebration has been a key idea in the disciplinary fields of Mentalitätsgeschichte and anthropology: my paper aims to introduce this in the specific context of May Day parades and marches in Hungary in the 1950s and 1960s, focusing on the educational nature of the communist system. For decades, verbal and visual propaganda tried to indoctrinate students and their parents and teachers by transforming perceptions of everyday reality through cultural practices and quasi-religious rites. From the perspective of theories about political religion, statues and symbols intended for the unification of leaders and masses in ceremonial- festive surroundings were meaningful elements with both continuous and changing characteristics. I would like to analyse this kind of message associated with May 1 through photographs of official processions in Budapest, choosing a concrete place as a starting point and adding verbal sources and different dimensions to the interpretation. First, party documents, minutes, and preparations establish the basic level of my approach, showing the original (and contemporary hidden) intentions of the ruling power to organize and execute International Workers’ Day. Next, propaganda and photographs of children and students demonstrate how the main celebration of the communist era was staged in order to legitimize its acceptance and popularity. The discussion concludes with a counter-narrative compiled from reports of the US legation and archives of Radio Free Europe, presenting an anti-communist view and a construction of Western propaganda.
{"title":"Celebrating May 1: Visual Propaganda from Different Perspectives in Communist Hungary","authors":"Lajos Somogyvári","doi":"10.15240/tul/006/2022-1-003","DOIUrl":"https://doi.org/10.15240/tul/006/2022-1-003","url":null,"abstract":"Celebration has been a key idea in the disciplinary fields of Mentalitätsgeschichte and anthropology: my paper aims to introduce this in the specific context of May Day parades and marches in Hungary in the 1950s and 1960s, focusing on the educational nature of the communist system. For decades, verbal and visual propaganda tried to indoctrinate students and their parents and teachers by transforming perceptions of everyday reality through cultural practices and quasi-religious rites. From the perspective of theories about political religion, statues and symbols intended for the unification of leaders and masses in ceremonial- festive surroundings were meaningful elements with both continuous and changing characteristics. I would like to analyse this kind of message associated with May 1 through photographs of official processions in Budapest, choosing a concrete place as a starting point and adding verbal sources and different dimensions to the interpretation. First, party documents, minutes, and preparations establish the basic level of my approach, showing the original (and contemporary hidden) intentions of the ruling power to organize and execute International Workers’ Day. Next, propaganda and photographs of children and students demonstrate how the main celebration of the communist era was staged in order to legitimize its acceptance and popularity. The discussion concludes with a counter-narrative compiled from reports of the US legation and archives of Radio Free Europe, presenting an anti-communist view and a construction of Western propaganda.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42277222","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 : 2022-08-01DOI: 10.15240/tul/006/2022-1-002
Sebastian Engelmann
Transitions are a hot topic in educational science. At the same time, they have been addressed in educational literature for quite some time, and the multitude of guidebooks in particular have always been concerned with supporting transitions. This paper elaborates how a nineteenth-century guidebook formulates advice on the upbringing of young children to help facilitate the transition from the post-natal to the toddler stage, as well as providing a religious upbringing. The question is answered by a discussion of the selected guidebook Ueber Kleinkinder- Pflege by the pietist teacher Christian Heinrich Zeller.
{"title":"Aufwachsen und das Aufwachsen unterstützen – Zur Thematisierung und Unterstützung von Übergängen in Christian Heinrich Zellers Ueber Kleinkinder-Pflege","authors":"Sebastian Engelmann","doi":"10.15240/tul/006/2022-1-002","DOIUrl":"https://doi.org/10.15240/tul/006/2022-1-002","url":null,"abstract":"Transitions are a hot topic in educational science. At the same time, they have been addressed in educational literature for quite some time, and the multitude of guidebooks in particular have always been concerned with supporting transitions. This paper elaborates how a nineteenth-century guidebook formulates advice on the upbringing of young children to help facilitate the transition from the post-natal to the toddler stage, as well as providing a religious upbringing. The question is answered by a discussion of the selected guidebook Ueber Kleinkinder- Pflege by the pietist teacher Christian Heinrich Zeller.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44033056","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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