Abstract In the mid to late nineteenth century, many missionary women from Western countries arrived in Japan to engage in educational work. They made a significant impact not only on the establishment of Christian kindergartens and kindergarten teacher training schools but also on the dissemination of Friedrich Froebel's theory of kindergarten education across Japan. This paper considers the role of religion in the missionary women's implementation of Froebel's theory to understand how Christian faith and values have influenced pedagogy and practice at their training schools, with a particular focus on the case of prominent American missionary and Froebelian Annie L. Howe (1852-1943) and her Glory Kindergarten teacher training school in Japan. By highlighting the curriculum and day-to-day training experiences at Howe's Froebelian kindergarten teacher training school, this study contributes to the body of knowledge about how teaching, learning, curriculum, and pedagogic discourse were transformed not just by the decisions of the Froebelians but also by Howe's Christian faith and values.
{"title":"Missionary Froebelians’ Pedagogy and Practice: Annie L. Howe and Her Glory Kindergarten Teacher Training School","authors":"Yukiyo Nishida","doi":"10.1017/heq.2022.7","DOIUrl":"https://doi.org/10.1017/heq.2022.7","url":null,"abstract":"Abstract In the mid to late nineteenth century, many missionary women from Western countries arrived in Japan to engage in educational work. They made a significant impact not only on the establishment of Christian kindergartens and kindergarten teacher training schools but also on the dissemination of Friedrich Froebel's theory of kindergarten education across Japan. This paper considers the role of religion in the missionary women's implementation of Froebel's theory to understand how Christian faith and values have influenced pedagogy and practice at their training schools, with a particular focus on the case of prominent American missionary and Froebelian Annie L. Howe (1852-1943) and her Glory Kindergarten teacher training school in Japan. By highlighting the curriculum and day-to-day training experiences at Howe's Froebelian kindergarten teacher training school, this study contributes to the body of knowledge about how teaching, learning, curriculum, and pedagogic discourse were transformed not just by the decisions of the Froebelians but also by Howe's Christian faith and values.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"447 - 474"},"PeriodicalIF":0.8,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44598481","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}
I am writing to correct three mistakes in Ronald Cohen's review of my book, Politics, Race and Schools that appeared in the History of Education Quarterly, 38:1 (Spring 1998). First, Professor Cohen writes that in compiling the materials, I con centrated on the public record and ignored interviews, letters, and manuscript materials. This is not true. I tape recorded over 100 interviews with par ticipants. These people lent me personal letters, scrapbooks, and policy documents. In addition, from local archives, I photocopied reams of manuscripts, grant applications, and program evaluations. They appear in the citations marking the places where I used the information. Second, Professor Cohen complains that my book lacks human inter est. While the personal stories of the participants would not fit the theme of my book, their many and conflicting perspectives appear in the descrip tions of the struggles. To check the accuracy of my interpretations, I asked several participants to read the chapters in which I described their efforts. A portrayal of people's motives and efforts is an aspect of human interest. Third, Cohen asks the following question after briefly oudining the book: "So, what's new?" Let me explain what my book offers that is new. Investigations of important but overlooked details mark innovation. Curricular specialists assured me that few historians have studied the ways that curriculum served racial integration. At their suggestions, I examined the models that curriculum planners followed to construct classroom lessons that might relieve the problems of school desegregation. Other signs of newness are unique interpretations of commonplace events. In the introduction, I point out that other cities went through sim ilar problems. Unlike Chicago or New York, Dayton, Ohio is small enough to enable a researcher to assemble information about many parts of the city. Thus, I compared the racial desegregation of public, Catholic, and private schools, and I reviewed low-income housing dispersal programs and landuse policies. As a result, my book offers a comprehensive overview of events in a city that reflect the national experience. My discovery was that there were many techniques that could bring about racial integration. However, there was no widely held and popular value that would lead people to use them. Inasmuch as the debates about racial desegregation centered on human rights without recognizing the value of community, those political discussions weakened peoples's will ingness to accept techniques that limited human freedom but enhanced racial integration.
{"title":"Letter to the Editor","authors":"Vittorio Mischi","doi":"10.5210/fm.v3i4.592","DOIUrl":"https://doi.org/10.5210/fm.v3i4.592","url":null,"abstract":"I am writing to correct three mistakes in Ronald Cohen's review of my book, Politics, Race and Schools that appeared in the History of Education Quarterly, 38:1 (Spring 1998). First, Professor Cohen writes that in compiling the materials, I con centrated on the public record and ignored interviews, letters, and manuscript materials. This is not true. I tape recorded over 100 interviews with par ticipants. These people lent me personal letters, scrapbooks, and policy documents. In addition, from local archives, I photocopied reams of manuscripts, grant applications, and program evaluations. They appear in the citations marking the places where I used the information. Second, Professor Cohen complains that my book lacks human inter est. While the personal stories of the participants would not fit the theme of my book, their many and conflicting perspectives appear in the descrip tions of the struggles. To check the accuracy of my interpretations, I asked several participants to read the chapters in which I described their efforts. A portrayal of people's motives and efforts is an aspect of human interest. Third, Cohen asks the following question after briefly oudining the book: \"So, what's new?\" Let me explain what my book offers that is new. Investigations of important but overlooked details mark innovation. Curricular specialists assured me that few historians have studied the ways that curriculum served racial integration. At their suggestions, I examined the models that curriculum planners followed to construct classroom lessons that might relieve the problems of school desegregation. Other signs of newness are unique interpretations of commonplace events. In the introduction, I point out that other cities went through sim ilar problems. Unlike Chicago or New York, Dayton, Ohio is small enough to enable a researcher to assemble information about many parts of the city. Thus, I compared the racial desegregation of public, Catholic, and private schools, and I reviewed low-income housing dispersal programs and landuse policies. As a result, my book offers a comprehensive overview of events in a city that reflect the national experience. My discovery was that there were many techniques that could bring about racial integration. However, there was no widely held and popular value that would lead people to use them. Inasmuch as the debates about racial desegregation centered on human rights without recognizing the value of community, those political discussions weakened peoples's will ingness to accept techniques that limited human freedom but enhanced racial integration.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"39 1","pages":"231 - 232"},"PeriodicalIF":0.8,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331729","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 : 2022-02-22eCollection Date: 2022-01-01DOI: 10.1155/2022/3144386
Vasiliki Tsampasian, Sandeep S Hothi, Thuwarahan Ravindrarajah, Andrew J Swift, Pankaj Garg, Vassilios S Vassiliou
Cardiovascular magnetic resonance (CMR) imaging has had a vast impact on the understanding of a wide range of disease processes and pathophysiological mechanisms. More recently, it has contributed significantly to the diagnosis and risk stratification of patients with valvular heart disease. With its increasing use, CMR allows for a detailed, reproducible, qualitative, and quantitative evaluation of left ventricular volumes and mass, thereby enabling assessment of the haemodynamic impact of a valvular lesion upon the myocardium. Postprocessing of the routinely acquired images with feature tracking CMR methodology can give invaluable information about myocardial deformation and strain parameters that suggest subclinical ventricular impairment that remains undetected by conventional measures such as the ejection fraction (EF). T1 mapping and late gadolinium enhancement (LGE) imaging provide deep myocardial tissue characterisation that is changing the approach towards risk stratification of patients as an increasing body of evidence suggests that the presence of fibrosis is related to adverse events and prognosis. This review summarises the current evidence regarding the utility of CMR in the left ventricular assessment of patients with aortic stenosis or mitral regurgitation and its value in diagnosis, risk stratification, and management.
{"title":"Valvular Cardiomyopathy: The Value of Cardiovascular Magnetic Resonance Imaging.","authors":"Vasiliki Tsampasian, Sandeep S Hothi, Thuwarahan Ravindrarajah, Andrew J Swift, Pankaj Garg, Vassilios S Vassiliou","doi":"10.1155/2022/3144386","DOIUrl":"10.1155/2022/3144386","url":null,"abstract":"<p><p>Cardiovascular magnetic resonance (CMR) imaging has had a vast impact on the understanding of a wide range of disease processes and pathophysiological mechanisms. More recently, it has contributed significantly to the diagnosis and risk stratification of patients with valvular heart disease. With its increasing use, CMR allows for a detailed, reproducible, qualitative, and quantitative evaluation of left ventricular volumes and mass, thereby enabling assessment of the haemodynamic impact of a valvular lesion upon the myocardium. Postprocessing of the routinely acquired images with feature tracking CMR methodology can give invaluable information about myocardial deformation and strain parameters that suggest subclinical ventricular impairment that remains undetected by conventional measures such as the ejection fraction (EF). T1 mapping and late gadolinium enhancement (LGE) imaging provide deep myocardial tissue characterisation that is changing the approach towards risk stratification of patients as an increasing body of evidence suggests that the presence of fibrosis is related to adverse events and prognosis. This review summarises the current evidence regarding the utility of CMR in the left ventricular assessment of patients with aortic stenosis or mitral regurgitation and its value in diagnosis, risk stratification, and management.</p>","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"6 1","pages":"3144386"},"PeriodicalIF":1.8,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8888109/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90922390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dionne Danns. Crossing Segregated Boundaries: Remembering Chicago School Desegregation New Brunswick, NJ: Rutgers University Press, 2020.","authors":"Nicholas Kryczka","doi":"10.1017/heq.2021.62","DOIUrl":"https://doi.org/10.1017/heq.2021.62","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"124 - 127"},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45762129","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}
{"title":"Andrew Feiler. A Better Life for the Children: Julius Rosenwald, Booker T. Washington, and the 4,978 Schools That Changed America Athens: University of Georgia Press, 2021. 136 pp.","authors":"Tom Hanchett","doi":"10.1017/heq.2021.60","DOIUrl":"https://doi.org/10.1017/heq.2021.60","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"122 - 124"},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097519","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}
{"title":"Jarvis Givens. Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching Cambridge: Harvard University Press, 2021. 304 pp.","authors":"Amato Nocera","doi":"10.1017/heq.2021.63","DOIUrl":"https://doi.org/10.1017/heq.2021.63","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"127 - 130"},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44235149","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}
{"title":"Derrick P. Alridge, Cornelius L. Bynum, and James B. Stewart, eds. The Black Intellectual Tradition: African American Thought in the Twentieth Century Urbana: University of Illinois Press, 2021. 316 pp.","authors":"M. Tanner","doi":"10.1017/heq.2021.64","DOIUrl":"https://doi.org/10.1017/heq.2021.64","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"120 - 122"},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43006781","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}
Abstract As the world reckons with the existential threat posed by climate change, the US remains deeply divided about the need for action. The solution to this problem, many have argued, begins with teaching environmentalism in primary and secondary schools and fostering receptivity to environmental issues and environmental science among the next generation. This strategy, of course, comes with its own set of challenges. Where does climate change fit in the school curriculum? What can teachers do in their classrooms to mitigate the influence of partisan politics? How can an abstract global phenomenon be made real at the local level? If K-12 education has a role to play in the broader project of environmental conservation, such questions need to be answered. For this Policy Dialogue, the HEQ editors asked Zeke Baker and Hunter Gehlbach to explore the challenges and opportunities inherent in educating the next generation about climate change, drawing on analogues from the past and scholarship from the present to help us better understand the future. Gehlbach is a professor and vice dean at the Johns Hopkins University School of Education. Thanks to a mid-career fellowship from the Spencer Foundation, much of his research focus has shifted toward investigating how social psychological approaches might improve environmental education. Baker is an assistant professor of sociology at Sonoma State University. His research explores the development and use of climate science, especially insofar as climate knowledge is embedded in social relationships of power. HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer references for readers who wish to follow up on sources relevant to the discussion.
{"title":"Policy Dialogue: Teaching Environmentalism on a Warming Planet","authors":"Zeke Baker, Hunter Gehlbach","doi":"10.1017/heq.2021.56","DOIUrl":"https://doi.org/10.1017/heq.2021.56","url":null,"abstract":"Abstract As the world reckons with the existential threat posed by climate change, the US remains deeply divided about the need for action. The solution to this problem, many have argued, begins with teaching environmentalism in primary and secondary schools and fostering receptivity to environmental issues and environmental science among the next generation. This strategy, of course, comes with its own set of challenges. Where does climate change fit in the school curriculum? What can teachers do in their classrooms to mitigate the influence of partisan politics? How can an abstract global phenomenon be made real at the local level? If K-12 education has a role to play in the broader project of environmental conservation, such questions need to be answered. For this Policy Dialogue, the HEQ editors asked Zeke Baker and Hunter Gehlbach to explore the challenges and opportunities inherent in educating the next generation about climate change, drawing on analogues from the past and scholarship from the present to help us better understand the future. Gehlbach is a professor and vice dean at the Johns Hopkins University School of Education. Thanks to a mid-career fellowship from the Spencer Foundation, much of his research focus has shifted toward investigating how social psychological approaches might improve environmental education. Baker is an assistant professor of sociology at Sonoma State University. His research explores the development and use of climate science, especially insofar as climate knowledge is embedded in social relationships of power. HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer references for readers who wish to follow up on sources relevant to the discussion.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"107 - 119"},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43765626","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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