Pub Date : 2020-12-14DOI: 10.5944/hme.13.2021.27085
Imre Garai, A. Nemeth
In our current study, we focus on school building program of Géza Bárczy who was the mayor of the Hungarian capital in the first two decades of the twentieth century. From the mid of the nineteenth century, Budapest had experienced a rapid development thanks to social and economic changes. The city council felt impelled to reflect on growing needs of the population of the city, therefore it launched a complex social program including renovating and building new school headquarters. Our main findings suggest that newly emerged school buildings stood in the frontier of different endeavours. Their structure and inner elements were influenced by pedagogues and intellectuals who were staunch supporters of reform pedagogy aiming at salvaging children from the harmful effects caused by traditional schooling. Furthermore, school buildings also represented the pride of the nation and the hope that talent members of future generations can preserve the fundamentals of the nation. It seems that the school building program of this area entailed these endeavours and even tried to reflect on them.
{"title":"Social and educational movements and their impact on the school building programme in Budapest in around 1900","authors":"Imre Garai, A. Nemeth","doi":"10.5944/hme.13.2021.27085","DOIUrl":"https://doi.org/10.5944/hme.13.2021.27085","url":null,"abstract":"In our current study, we focus on school building program of Géza Bárczy who was the mayor of the Hungarian capital in the first two decades of the twentieth century. From the mid of the nineteenth century, Budapest had experienced a rapid development thanks to social and economic changes. The city council felt impelled to reflect on growing needs of the population of the city, therefore it launched a complex social program including renovating and building new school headquarters. Our main findings suggest that newly emerged school buildings stood in the frontier of different endeavours. Their structure and inner elements were influenced by pedagogues and intellectuals who were staunch supporters of reform pedagogy aiming at salvaging children from the harmful effects caused by traditional schooling. Furthermore, school buildings also represented the pride of the nation and the hope that talent members of future generations can preserve the fundamentals of the nation. It seems that the school building program of this area entailed these endeavours and even tried to reflect on them.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":"249"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958779","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 : 2020-12-14DOI: 10.5944/hme.13.2021.27953
Sofia. Montecchiani
Review of the book by Luigiaurelio Pomante, L'Università italiana nel Novecento. Nuovi itinerari storiografici e inediti percorsi di ricerca (Milan: FrancoAngeli, 2020)
{"title":"L'Università italiana nel Novecento. Nuovi itinerari storiografici e inediti percorsi di ricerca","authors":"Sofia. Montecchiani","doi":"10.5944/hme.13.2021.27953","DOIUrl":"https://doi.org/10.5944/hme.13.2021.27953","url":null,"abstract":"Review of the book by Luigiaurelio Pomante, L'Università italiana nel Novecento. Nuovi itinerari storiografici e inediti percorsi di ricerca (Milan: FrancoAngeli, 2020)","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47611616","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 : 2020-12-14DOI: 10.5944/hme.13.2021.26928
Carlos Manuel Prudente Pereira da Silva
Using as a reference the Primary School of Alcântara (Lisbon) – designed in 1815 by the architect Raul Lino and inaugurated one year later –, my analysis will focus on the decorative program (set of paintings, dated from 1917) on the walls of the classrooms of this building. My main goal is to examine the impact that the paintings, from the perspective of their author - Raul Lino, whose Anglo German education was strongly influenced by the Arts & Crafts movement – would have on the children. For the architect, images was not just decorative. In fact, they were meant to help the children appreciate nature and art, to educate their sense of taste, and even to develop in them a patriotic sense (an agenda involving the formation of the republican citizen). In this sense, we see the emergence the of an aesthetic education as part of a more general social and political program. In line with the same idea, we can conceive of the curriculum in a wider sense, i. e., as including knowledge and skills obtained in formal lessons, but also values and attitudes received from the impact of school decoration on the students individual and collective memory. Methodologically, itis worth emphasizing that the sources I value are not just visual. In fact, some written texts by Raul Lino, namely, active correspondence and articles, are also used; the triangulation of several sources of evidence is very important. The analysis of the visual sources goes from the description of the elements present in the paintings (mostly, Nature and animals) to close observation of the sources that inspired the author. In relation to this last aspect, I should underline that Raul Lino was an illustrator of children’s books, an experience that he integrated into the school buildings that he planned.
{"title":"Raul Lino e o programa decorativo da Escola Primária de Alcântara - Lisboa (1917)","authors":"Carlos Manuel Prudente Pereira da Silva","doi":"10.5944/hme.13.2021.26928","DOIUrl":"https://doi.org/10.5944/hme.13.2021.26928","url":null,"abstract":"Using as a reference the Primary School of Alcântara (Lisbon) – designed in 1815 by the architect Raul Lino and inaugurated one year later –, my analysis will focus on the decorative program (set of paintings, dated from 1917) on the walls of the classrooms of this building. My main goal is to examine the impact that the paintings, from the perspective of their author - Raul Lino, whose Anglo German education was strongly influenced by the Arts & Crafts movement – would have on the children. For the architect, images was not just decorative. In fact, they were meant to help the children appreciate nature and art, to educate their sense of taste, and even to develop in them a patriotic sense (an agenda involving the formation of the republican citizen). In this sense, we see the emergence the of an aesthetic education as part of a more general social and political program. In line with the same idea, we can conceive of the curriculum in a wider sense, i. e., as including knowledge and skills obtained in formal lessons, but also values and attitudes received from the impact of school decoration on the students individual and collective memory. Methodologically, itis worth emphasizing that the sources I value are not just visual. In fact, some written texts by Raul Lino, namely, active correspondence and articles, are also used; the triangulation of several sources of evidence is very important. The analysis of the visual sources goes from the description of the elements present in the paintings (mostly, Nature and animals) to close observation of the sources that inspired the author. In relation to this last aspect, I should underline that Raul Lino was an illustrator of children’s books, an experience that he integrated into the school buildings that he planned.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":"217"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41848012","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 : 2020-12-14DOI: 10.5944/hme.13.2021.27315
Javier Luis Fernández Fernández
This paper presents the biography of Santiago Luzuriaga y Odria (1828-1904), a teacher from Navarre (Spain), who enjoyed a long professional career and was the father of the Spanish pedagogue Lorenzo Luzuriaga. Santiago Luzuriaga was the author of singular works, which he called nobelas-komedias, written after the Spanish Government agreed to start paying teachers’ salaries beginning in 1901. The Archivo General de Palacio (General Archive of the Royal Palace of Madrid) and the Real Biblioteca (Spanish Royal Library) preserve some of these nobelas-komedias, which feature the peculiarity of being written with a phonetic spelling. The author argued for the necessary transformation of writing for the purpose of achieving a greater economy of language. Finally, the paper includes a copy of El ermano del alkalde dedicated to King Alfonso XIII of Spain, which is currently in the Real Biblioteca.
本文介绍了圣地亚哥·卢祖里亚加·奥德里亚(1828-1904)的传记，他是一名来自西班牙纳瓦拉的教师，有着漫长的职业生涯，是西班牙教育家洛伦佐·卢祖里亚加的父亲。圣地亚哥·卢苏里亚加(Santiago Luzuriaga)在西班牙政府同意从1901年开始支付教师工资后，写了一些他称之为nobelas-komedias的奇异作品。马德里皇宫总档案馆(Archivo General de Palacio)和西班牙皇家图书馆(Real Biblioteca)保存了一些nobelas-komedia，它们的特点是用语音拼写书写。作者主张为了实现语言的更大节约，必须对写作进行必要的改革。最后，这篇论文包括一份献给西班牙国王阿方索十三世的El ermano del alcalde的副本，目前在皇家图书馆。
{"title":"Santiago Luzuriaga y sus \"nobelas-komedias\" en los fondos documentales y bibliográficos de Patrimonio Nacional","authors":"Javier Luis Fernández Fernández","doi":"10.5944/hme.13.2021.27315","DOIUrl":"https://doi.org/10.5944/hme.13.2021.27315","url":null,"abstract":"This paper presents the biography of Santiago Luzuriaga y Odria (1828-1904), a teacher from Navarre (Spain), who enjoyed a long professional career and was the father of the Spanish pedagogue Lorenzo Luzuriaga. Santiago Luzuriaga was the author of singular works, which he called nobelas-komedias, written after the Spanish Government agreed to start paying teachers’ salaries beginning in 1901. The Archivo General de Palacio (General Archive of the Royal Palace of Madrid) and the Real Biblioteca (Spanish Royal Library) preserve some of these nobelas-komedias, which feature the peculiarity of being written with a phonetic spelling. The author argued for the necessary transformation of writing for the purpose of achieving a greater economy of language. Finally, the paper includes a copy of El ermano del alkalde dedicated to King Alfonso XIII of Spain, which is currently in the Real Biblioteca.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71308927","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 : 2020-12-14DOI: 10.5944/hme.13.2021.27463
Anne-Marie Châtelet
According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.
{"title":"Architecture et pédagogie en France: 1970, une révolution avortée","authors":"Anne-Marie Châtelet","doi":"10.5944/hme.13.2021.27463","DOIUrl":"https://doi.org/10.5944/hme.13.2021.27463","url":null,"abstract":"According to historian Antoine Prost, education in France is marked by two periods of profound reform. The first (1880-1902) occurred during the Third Republic and the second (1960-1985) was set in motion under de Gaulle. From an architectural point of view, the former gave rise to the Jules Ferry school, while the latter sought to introduce the English open-space school model into France. Taking the example of the École Saint-Merri, built in Paris between 1971 and 1973, this article examines the impact of this second reform from an architectural point of view.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45764448","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 : 2020-12-14DOI: 10.5944/hme.13.2021.27193
Francisco Javier Rodríguez Méndez
By the mid-19th century hardly any village in Spain had a school building, and most of the existing schools were housed in buildings that did not meet the minimum teaching requirements. During the period known as the six democratic or revolutionary years (Sexenio Democrático, 1868-1874), the progressive liberalism promoted school constructions and launched in 1869 a call for project proposals to build public primary schools. The significance of the call could be considered the early dawn of Spanish school architecture, although the procedure and its outcome could be questioned. The 1869 call resulted in the construction of the Escuela Modelo (school model) for Madrid, the Escuelas Aguirre of Cuenca and Madrid and the Jardines de la Infancia, the first Froebelian institution in Spain, also located in Madrid.
到19世纪中期，西班牙几乎没有一个村庄有学校建筑，大多数现有的学校都设在不符合最低教学要求的建筑里。在被称为民主或革命的六年(Sexenio Democrático, 1868-1874)期间，进步自由主义推动了学校建设，并于1869年发起了建立公立小学的项目提案。这一呼吁的意义可以被认为是西班牙学校建筑的黎明，尽管其过程和结果可能会受到质疑。1869年的呼吁导致了马德里的Escuela Modelo(学校模型)，昆卡和马德里的Escuelas Aguirre以及西班牙第一个Froebelian机构Jardines de la Infancia的建设，也位于马德里。
{"title":"El nacimiento de la arquitectura escolar española (1869-1886)","authors":"Francisco Javier Rodríguez Méndez","doi":"10.5944/hme.13.2021.27193","DOIUrl":"https://doi.org/10.5944/hme.13.2021.27193","url":null,"abstract":"By the mid-19th century hardly any village in Spain had a school building, and most of the existing schools were housed in buildings that did not meet the minimum teaching requirements. During the period known as the six democratic or revolutionary years (Sexenio Democrático, 1868-1874), the progressive liberalism promoted school constructions and launched in 1869 a call for project proposals to build public primary schools. The significance of the call could be considered the early dawn of Spanish school architecture, although the procedure and its outcome could be questioned. The 1869 call resulted in the construction of the Escuela Modelo (school model) for Madrid, the Escuelas Aguirre of Cuenca and Madrid and the Jardines de la Infancia, the first Froebelian institution in Spain, also located in Madrid.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":"285"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42762103","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 : 2020-12-14DOI: 10.5944/HME.13.2021.28841
Francisco Javier Rodríguez Méndez, Carlos Guardado da Silva
{"title":"Architecture and school space","authors":"Francisco Javier Rodríguez Méndez, Carlos Guardado da Silva","doi":"10.5944/HME.13.2021.28841","DOIUrl":"https://doi.org/10.5944/HME.13.2021.28841","url":null,"abstract":"","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":"11-19"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47061110","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 : 2020-12-14DOI: 10.5944/hme.13.2021.28462
Antonio Viñao Frago
This critical essay is an extensive commentary-analysis of the work of historian Niall Ferguson entitled The Square and the Tower. Networks and Power from the Freemasons to Facebook translated and published in Spanish in 2018. The book is located, according to its author, on an intermediate path between dominant historiography, which has tended to underestimate the importance of networks, and conspiracy theorists, who usually exaggerate it. Its central purpose is to highlight the relevance that social networks have had and have in historical events and processes. The analysis carried out here is intended to unravel how this work is a good example, from the United States neoconservative field, of making a historic bestseller at the service of that ideology.
{"title":"De redes, jerarquías y conspiraciones, o cómo se fabrica un bestseller historico neoconservador","authors":"Antonio Viñao Frago","doi":"10.5944/hme.13.2021.28462","DOIUrl":"https://doi.org/10.5944/hme.13.2021.28462","url":null,"abstract":"This critical essay is an extensive commentary-analysis of the work of historian Niall Ferguson entitled The Square and the Tower. Networks and Power from the Freemasons to Facebook translated and published in Spanish in 2018. The book is located, according to its author, on an intermediate path between dominant historiography, which has tended to underestimate the importance of networks, and conspiracy theorists, who usually exaggerate it. Its central purpose is to highlight the relevance that social networks have had and have in historical events and processes. The analysis carried out here is intended to unravel how this work is a good example, from the United States neoconservative field, of making a historic bestseller at the service of that ideology.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":"699"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43421828","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 : 2020-12-14DOI: 10.5944/hme.13.2021.24373
Emiliano Almansa Rodríguez, Angel Manuel Hernández Sobrino
Ave Maria Schools were founded in Granada in 1889 by the priest and educator Andrés Manjón. Unlike the traditional method of infant education in those years, Father Manjón centered pedagogy in the Catholic religion, considering nature as God’s work. In his concept, play, manual labor and outdoor teaching were good Christians in a happy environment so that they would later join the working world. They quickly spread throughout Spain and other countries, Ave Maria Schools are considered a pioneering experience of teaching in their time and enjoyed great social prestige. In the subsoil of Almadén, the largest mercury deposit in the world was exploited from the Arab domination, with 2,500 workers working in the first half of the 20th century. The School of Children of Workers had been founded in 1908, but in 1926, coinciding with the proclamation of the dictatorship of Primo de Rivera, it was transformed into a Manjonian school. Become a secular school during the Second Republic and the subsequent civil war, he returned to act as a school of Ave Maria from 1939 until the 1960s. Minas de Almadén, like other large mining and industrial companies in northern Spain, exercised a paternalistic strategy with its operators and chose religious education as the most appropriate for the formation of their children.
圣母玛利亚学校于1889年在格拉纳达由牧师和教育家安德雷斯·曼洪创立。与那些年的传统婴儿教育方法不同，Manjón神父以天主教为中心，将自然视为上帝的工作。在他的观念中，玩耍、体力劳动和户外教学是快乐环境中的好基督徒，这样他们以后就会加入工作世界。它们迅速传播到西班牙和其他国家，圣母玛利亚学校被认为是当时教学的先驱，并享有巨大的社会声望。在Almadén的底土中，世界上最大的汞矿床在阿拉伯统治下被开采，20世纪上半叶有2500名工人在工作。工人子女学校成立于1908年，但在1926年，恰逢普里莫·德·里维拉独裁统治的宣布，它被改造成了一所曼延学校。在第二共和国和随后的内战期间，他成为了一所世俗学校，从1939年到20世纪60年代，他重返圣母玛利亚学校。与西班牙北部的其他大型矿业和工业公司一样，Minas de Almadén对其运营商采取家长式策略，并选择宗教教育作为最适合其子女成长的教育方式。
{"title":"La escuela de hijos de obreros de minas de Almadén. Un ejemplo de enseñanza manjoniana","authors":"Emiliano Almansa Rodríguez, Angel Manuel Hernández Sobrino","doi":"10.5944/hme.13.2021.24373","DOIUrl":"https://doi.org/10.5944/hme.13.2021.24373","url":null,"abstract":"Ave Maria Schools were founded in Granada in 1889 by the priest and educator Andrés Manjón. Unlike the traditional method of infant education in those years, Father Manjón centered pedagogy in the Catholic religion, considering nature as God’s work. In his concept, play, manual labor and outdoor teaching were good Christians in a happy environment so that they would later join the working world. They quickly spread throughout Spain and other countries, Ave Maria Schools are considered a pioneering experience of teaching in their time and enjoyed great social prestige. In the subsoil of Almadén, the largest mercury deposit in the world was exploited from the Arab domination, with 2,500 workers working in the first half of the 20th century. The School of Children of Workers had been founded in 1908, but in 1926, coinciding with the proclamation of the dictatorship of Primo de Rivera, it was transformed into a Manjonian school. Become a secular school during the Second Republic and the subsequent civil war, he returned to act as a school of Ave Maria from 1939 until the 1960s. Minas de Almadén, like other large mining and industrial companies in northern Spain, exercised a paternalistic strategy with its operators and chose religious education as the most appropriate for the formation of their children.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"1 1","pages":"455"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43223910","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 : 2020-12-14DOI: 10.5944/hme.13.2021.27181
Tomáš Kasper
The study analyses two examples of so-called open air schools in Czechoslovakia in the interwar period – a Czech and a Sudeten German example of “new education”. The article presents selected examples of school reform as a place of “new education” and analyses their architecture with regard to the educational concept, the problem of education of the “new man” within the framework of life reform and with regard to the architectural conception and arrangement of the space intended for learning. The text analyses both the “external” form of the school building and the “internal” architecture of the educational thinking of the main protagonists of both school reform examples – Eduard Štorch and Karl Metzner. The analysis of the examples of school reform is carried out in the socio-political context of Czechoslovakia in the interwar period and in the context of the efforts to reform the school architecture at the beginning of the 20th century and in the interwar period in Central Europe.
{"title":"“Open air school” – A “new” space for educational school reform and life reform in the interwar period in Czechoslovakia (Sudeten German and Czech examples)","authors":"Tomáš Kasper","doi":"10.5944/hme.13.2021.27181","DOIUrl":"https://doi.org/10.5944/hme.13.2021.27181","url":null,"abstract":"The study analyses two examples of so-called open air schools in Czechoslovakia in the interwar period – a Czech and a Sudeten German example of “new education”. The article presents selected examples of school reform as a place of “new education” and analyses their architecture with regard to the educational concept, the problem of education of the “new man” within the framework of life reform and with regard to the architectural conception and arrangement of the space intended for learning. The text analyses both the “external” form of the school building and the “internal” architecture of the educational thinking of the main protagonists of both school reform examples – Eduard Štorch and Karl Metzner. The analysis of the examples of school reform is carried out in the socio-political context of Czechoslovakia in the interwar period and in the context of the efforts to reform the school architecture at the beginning of the 20th century and in the interwar period in Central Europe.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":"53 1","pages":"179"},"PeriodicalIF":0.3,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41271214","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：