Pub Date : 2022-06-20DOI: 10.5944/hme.16.2022.33582
Ramiro León De Pedro
Reseña del libro Eulàlia Collelldemont y Conrad Vilanou (coords.). Totalitarismos europeos, propaganda y educación. Una historia visual desde los No-Do. Madrid: Trea, 2020
{"title":"Totalitarismos europeos, propaganda y educación. Una historia visual desde los No-Do","authors":"Ramiro León De Pedro","doi":"10.5944/hme.16.2022.33582","DOIUrl":"https://doi.org/10.5944/hme.16.2022.33582","url":null,"abstract":"Reseña del libro\u0000Eulàlia Collelldemont y Conrad Vilanou (coords.). Totalitarismos europeos, propaganda y educación. Una historia visual desde los No-Do. Madrid: Trea, 2020","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47890189","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 : 2022-06-20DOI: 10.5944/hme.16.2022.33344
Eulàlia Collelldemont Pujadas
Reseña del ibro Ian Aitken. Film and Reform. John Grierson and the documentary film movement. London-New York: Routledge, 2014 [1990],
Reseña del ibroIan Aitken。电影与改革。约翰·格里尔森和纪录片运动。伦敦-纽约:Routledge出版社，2014 [1990];
{"title":"De documentales, libros y pedagogías. A propósito de Film and Reform. John Grierson and the documentary film movement","authors":"Eulàlia Collelldemont Pujadas","doi":"10.5944/hme.16.2022.33344","DOIUrl":"https://doi.org/10.5944/hme.16.2022.33344","url":null,"abstract":"Reseña del ibro\u0000Ian Aitken. Film and Reform. John Grierson and the documentary film movement. London-New York: Routledge, 2014 [1990],\u0000 ","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44127526","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 : 2022-06-20DOI: 10.5944/hme.16.2022.32605
Pere Capellà Simó
El marco estético y psicopedagógico de la modernidad incitó la puesta en valor de los juguetes textiles, cuya renovación en España se inició durante la Primera Guerra Mundial. Desde entonces hasta el fin de siglo, estos muñecos de apego, cálidos e irrompibles, configuraron una de las ramas principales de la industria juguetera estatal. De un modo especial, los juguetes textiles se afirmaron como un efectivo canal de transmisión de imaginarios, en donde anclaron o colidieron los valores de la acción educativa de un siglo harto cambiante. Con el afán de ampliar el campo de interés de la historia de la educación desde la cultura escolar hacia la cultura infantil con toda su pluralidad y extensión, el presente artículo constituye la primera aproximación con carácter de síntesis a la historia del juguete textil en España.
{"title":"Muñecos de apego: apuntes para la historia del juguete textil en España","authors":"Pere Capellà Simó","doi":"10.5944/hme.16.2022.32605","DOIUrl":"https://doi.org/10.5944/hme.16.2022.32605","url":null,"abstract":"El marco estético y psicopedagógico de la modernidad incitó la puesta en valor de los juguetes textiles, cuya renovación en España se inició durante la Primera Guerra Mundial. Desde entonces hasta el fin de siglo, estos muñecos de apego, cálidos e irrompibles, configuraron una de las ramas principales de la industria juguetera estatal. De un modo especial, los juguetes textiles se afirmaron como un efectivo canal de transmisión de imaginarios, en donde anclaron o colidieron los valores de la acción educativa de un siglo harto cambiante. Con el afán de ampliar el campo de interés de la historia de la educación desde la cultura escolar hacia la cultura infantil con toda su pluralidad y extensión, el presente artículo constituye la primera aproximación con carácter de síntesis a la historia del juguete textil en España.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44141517","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 : 2022-06-20DOI: 10.5944/hme.16.2022.30004
Philip Duncan Webb
El presente análisis compara un muestreo de libros de texto españoles y británicos para comprender de qué manera presentan la Primera Guerra Mundial. Se trata de un tema con significados muy distintos en la memoria nacional de los dos países. Con tal fin, se valoran de modo cuantitativo las actividades propuestas al alumnado en función de dos variables principales: los enfoques historiográficos y el nivel cognitivo que se exige. Además, se plantea el objetivo de relacionar dichas variables con su ubicación dentro de la secuencia didáctica plasmada en cada manual. Los resultados confirman que tanto los manuales españoles como los británicos dedican una buena parte de sus actividades a la historia político-institucional y a los acontecimientos militares. No obstante, los textos británicos también incorporan una fuerte vertiente de la historia de la vida cotidiana, la historia de las mujeres y de la “historia desde abajo”. En general, las actividades en los manuales británicos exigen un nivel cognitivo más alto que los manuales españoles. Finalmente, las actividades de apertura, de ampliación o para trabajar competencias específicas tienen más posibilidades de exigir un nivel cognitivo alto que las asociadas al cuerpo principal del texto.
{"title":"La Primera Guerra Mundial en los libros de texto de España y el Reino Unido: un estudio comparativo de competencias, enfoques historiográficos y la secuencia de las actividades","authors":"Philip Duncan Webb","doi":"10.5944/hme.16.2022.30004","DOIUrl":"https://doi.org/10.5944/hme.16.2022.30004","url":null,"abstract":"El presente análisis compara un muestreo de libros de texto españoles y británicos para comprender de qué manera presentan la Primera Guerra Mundial. Se trata de un tema con significados muy distintos en la memoria nacional de los dos países. Con tal fin, se valoran de modo cuantitativo las actividades propuestas al alumnado en función de dos variables principales: los enfoques historiográficos y el nivel cognitivo que se exige. Además, se plantea el objetivo de relacionar dichas variables con su ubicación dentro de la secuencia didáctica plasmada en cada manual. Los resultados confirman que tanto los manuales españoles como los británicos dedican una buena parte de sus actividades a la historia político-institucional y a los acontecimientos militares. No obstante, los textos británicos también incorporan una fuerte vertiente de la historia de la vida cotidiana, la historia de las mujeres y de la “historia desde abajo”. En general, las actividades en los manuales británicos exigen un nivel cognitivo más alto que los manuales españoles. Finalmente, las actividades de apertura, de ampliación o para trabajar competencias específicas tienen más posibilidades de exigir un nivel cognitivo alto que las asociadas al cuerpo principal del texto.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700823","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 : 2021-12-20DOI: 10.5944/hme.15.2022.32106
M. Depaepe
Although the origins of school museums and museums of children and childhood do not coincide directly, they nevertheless have moved into the same direction during the past decades. Especially because children are an important part of the visitors, a lot is invested by these museums in educational support and activities. Pedagogical arguments form the backbone of their mission statements. A bit against the tide of this trend, I want to pay attention here to the often exaggerated educational aspirations. To my mind the boundary between “education” and “educationalisation” is a fragile one and can be easily exceeded if the cultural-historical context of the museum content is ignored too much. Educating young people does not necessarily mean taking them by the hand and leading them through well-developed work packages, but is related to the more complex process of Bildung – the formation of a person, which usually starts, in view of attitudes and behaviour, by reflection about self-identity as well as societal values and norms. In my opinion the encounter with well-chosen artefacts of former pedagogical mentalities and realities in museums of education, children and childhood, can be helpful in this respect. Therefore, my plea for more culture-historical contemplation and less educational strategy in representing education, children and childhood is not to be understood as phasing efforts in this sector. On the contrary, the shift of emphasis from the neoliberal focus on efficiency, management, and social relevance (also in terms of a possible instrumentalization) of educational history towards more scientific, cultural-historical underpinning will need continuous support.
{"title":"The fragile boundary between ‘education’ and ‘educationalisation’: some personal reflections on the often exaggerated educational aspirations of museums","authors":"M. Depaepe","doi":"10.5944/hme.15.2022.32106","DOIUrl":"https://doi.org/10.5944/hme.15.2022.32106","url":null,"abstract":"Although the origins of school museums and museums of children and childhood do not coincide directly, they nevertheless have moved into the same direction during the past decades. Especially because children are an important part of the visitors, a lot is invested by these museums in educational support and activities. Pedagogical arguments form the backbone of their mission statements. A bit against the tide of this trend, I want to pay attention here to the often exaggerated educational aspirations. To my mind the boundary between “education” and “educationalisation” is a fragile one and can be easily exceeded if the cultural-historical context of the museum content is ignored too much. Educating young people does not necessarily mean taking them by the hand and leading them through well-developed work packages, but is related to the more complex process of Bildung – the formation of a person, which usually starts, in view of attitudes and behaviour, by reflection about self-identity as well as societal values and norms. In my opinion the encounter with well-chosen artefacts of former pedagogical mentalities and realities in museums of education, children and childhood, can be helpful in this respect. Therefore, my plea for more culture-historical contemplation and less educational strategy in representing education, children and childhood is not to be understood as phasing efforts in this sector. On the contrary, the shift of emphasis from the neoliberal focus on efficiency, management, and social relevance (also in terms of a possible instrumentalization) of educational history towards more scientific, cultural-historical underpinning will need continuous support.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47592299","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 : 2021-12-20DOI: 10.5944/hme.15.2022.32269
Emilio Castillejo Cambra
Reseña
正在同步文件夹
{"title":"CECILIA MILITO BARAONE. Conflicto y convivencia en el discurso pedagógico oficial durante el tardofranquismo y la transición democrática española, 1965-1982","authors":"Emilio Castillejo Cambra","doi":"10.5944/hme.15.2022.32269","DOIUrl":"https://doi.org/10.5944/hme.15.2022.32269","url":null,"abstract":"<jats:p>Reseña</jats:p>","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508319","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 : 2021-12-20DOI: 10.5944/hme.15.2022.32040
Antón Costa Rico
Reseña
正在同步文件夹
{"title":"RITA HOFSTETER, JOËLLE DROUX Y MICHEL CHRISTIAN (dirs.). Construire la paix par l´éducation: réseaux et mouvements internacionaux au XXe siècle au coeur d´une utopie","authors":"Antón Costa Rico","doi":"10.5944/hme.15.2022.32040","DOIUrl":"https://doi.org/10.5944/hme.15.2022.32040","url":null,"abstract":"<jats:p>Reseña</jats:p>","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41293879","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 : 2021-12-20DOI: 10.5944/hme.15.2022.30653
P. Verstraete
In the existing historical and sociological studies devoted to shyness scholars have identified the second half of the Twentieth century as an important period in which shy feelings have become a problem for Western societies. On the basis of the work of the American cultural historian Warren Susman, and especially his ideas about the move from a character society towards a personality society, it is argued that the turn of the nineteenth century also played an important role in the emergence of negative interpretation of being and acting shy. In this article Susman’s attention for what happened at the start of the twentieth century is being taken up by examining the ideas about timidity in the work of one of the most important reform educators at that time, namely Maria Montessori. Montessori’s ideas are being contextualized by referring to the more encompassing culture of personality and the self that paralleled the progressive era in education. By contraposing Montessori’s ideas to an eighteenth-century ego-document written by someone who identified himself as a shy person we’d like to plea for a nuanced account with regard to the history of the problematization of shyness in general and shy children in particular.
{"title":"The silent child: Reform pedagogy, the self and the problematization of shyness in the classroom","authors":"P. Verstraete","doi":"10.5944/hme.15.2022.30653","DOIUrl":"https://doi.org/10.5944/hme.15.2022.30653","url":null,"abstract":" In the existing historical and sociological studies devoted to shyness scholars have identified the second half of the Twentieth century as an important period in which shy feelings have become a problem for Western societies. On the basis of the work of the American cultural historian Warren Susman, and especially his ideas about the move from a character society towards a personality society, it is argued that the turn of the nineteenth century also played an important role in the emergence of negative interpretation of being and acting shy. In this article Susman’s attention for what happened at the start of the twentieth century is being taken up by examining the ideas about timidity in the work of one of the most important reform educators at that time, namely Maria Montessori. Montessori’s ideas are being contextualized by referring to the more encompassing culture of personality and the self that paralleled the progressive era in education. By contraposing Montessori’s ideas to an eighteenth-century ego-document written by someone who identified himself as a shy person we’d like to plea for a nuanced account with regard to the history of the problematization of shyness in general and shy children in particular.","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45776927","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 : 2021-12-20DOI: 10.5944/hme.15.2022.32074
Antonio Viñao Frago
Reseña
正在同步文件夹
{"title":"JUAN MAINER BAQUE. Consagrar la distinción, producir la diferencia. Una historia del Instituto de Huesca a través de sus catedráticos (1845-1931)","authors":"Antonio Viñao Frago","doi":"10.5944/hme.15.2022.32074","DOIUrl":"https://doi.org/10.5944/hme.15.2022.32074","url":null,"abstract":"<jats:p>Reseña</jats:p>","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44395170","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 : 2021-12-20DOI: 10.5944/hme.15.2022.27100
José Daniel Jiménez Bolaños
Este artículo tiene por objetivo analizar en perspectiva histórica y a través de fuentes periodísticas, el desarrollo de la redacción, discusión e implementación de las guías didácticas de educación sexual en Costa Rica entre 1985-1998. Al momento de entrar en funcionamiento, fueron impugnadas por las principales autoridades religiosas del país. La impugnación religiosa motivó el despliegue de la opinión pública, generando voces a favor y en contra de su intervención en el desarrollo de las guías. El ir y venir entre los esfuerzos estatales y la negativa eclesiástica llevó a que las guías fueran reformuladas, cambiando aspectos puntuales en su contenido, y dándoles un enfoque menos secular y más cercano a los dogmas cristianos. Este proceso de polarización evidenció que, en el país, existían dos proyectos distintos en la construcción y regulación de la normalidad sexual en las aulas, cuyo punto de discordia fue la primacía o no de los ejes religiosos. Las guías tuvieron un efecto muy limitado a nivel educativo
{"title":"Las guías didácticas de educación sexual, la impugnación religiosa y la regulación de la normalidad sexual en Costa Rica, 1985-1998","authors":"José Daniel Jiménez Bolaños","doi":"10.5944/hme.15.2022.27100","DOIUrl":"https://doi.org/10.5944/hme.15.2022.27100","url":null,"abstract":"Este artículo tiene por objetivo analizar en perspectiva histórica y a través de fuentes periodísticas, el desarrollo de la redacción, discusión e implementación de las guías didácticas de educación sexual en Costa Rica entre 1985-1998. Al momento de entrar en funcionamiento, fueron impugnadas por las principales autoridades religiosas del país. La impugnación religiosa motivó el despliegue de la opinión pública, generando voces a favor y en contra de su intervención en el desarrollo de las guías. El ir y venir entre los esfuerzos estatales y la negativa eclesiástica llevó a que las guías fueran reformuladas, cambiando aspectos puntuales en su contenido, y dándoles un enfoque menos secular y más cercano a los dogmas cristianos. Este proceso de polarización evidenció que, en el país, existían dos proyectos distintos en la construcción y regulación de la normalidad sexual en las aulas, cuyo punto de discordia fue la primacía o no de los ejes religiosos. Las guías tuvieron un efecto muy limitado a nivel educativo","PeriodicalId":42079,"journal":{"name":"Historia y Memoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509417","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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