Pub Date : 2022-11-07DOI: 10.1080/00309230.2022.2136004
Eduardo Galak, María Silvia Serra
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Pub Date : 2022-11-03DOI: 10.1080/00309230.2022.2139188
Mariko Omori
ABSTRACT This study examines the purpose and practice of “adjustment rooms” established in special education classes in Los Angeles public schools in the early twentieth century. The establishment and practices associated with adjustment rooms are a local example of broader international trends related to the classification and streaming of schoolchildren. In this study, I argue that the function of classification and the structure of normalisation were embedded in the practices of adjustment rooms. Since a diverse group of children were being placed in ungraded rooms in Los Angeles and were not being properly educated, the adjustment room practice was initiated by identifying educable children from among them. New educational methods, which were gaining attention in progressive education at the time, were thus developed to compensate for educational delays. The goal of the adjustment rooms, which were designed to educate “backward” and “misfit” children, was to provide auxiliary education and return them to regular classes in a short period of time. Thus, on the one hand, the adjustment room had the function of promoting normalisation to the standard student model. On the other hand, the adjustment room functioned as a “clearing house” to categorise children, deciding their fate according to ambiguous criteria of educational potential. While attempts were made to return educable backward and misfit children to regular classes, “feeble-minded” children were judged to be uneducable and were removed from the adjustment room cycle, thereby promoting internal exclusion within schools.
{"title":"Educational therapeutics or a clearing house for exceptional children?: the development of adjustment rooms in Los Angeles, 1916–1923","authors":"Mariko Omori","doi":"10.1080/00309230.2022.2139188","DOIUrl":"https://doi.org/10.1080/00309230.2022.2139188","url":null,"abstract":"ABSTRACT This study examines the purpose and practice of “adjustment rooms” established in special education classes in Los Angeles public schools in the early twentieth century. The establishment and practices associated with adjustment rooms are a local example of broader international trends related to the classification and streaming of schoolchildren. In this study, I argue that the function of classification and the structure of normalisation were embedded in the practices of adjustment rooms. Since a diverse group of children were being placed in ungraded rooms in Los Angeles and were not being properly educated, the adjustment room practice was initiated by identifying educable children from among them. New educational methods, which were gaining attention in progressive education at the time, were thus developed to compensate for educational delays. The goal of the adjustment rooms, which were designed to educate “backward” and “misfit” children, was to provide auxiliary education and return them to regular classes in a short period of time. Thus, on the one hand, the adjustment room had the function of promoting normalisation to the standard student model. On the other hand, the adjustment room functioned as a “clearing house” to categorise children, deciding their fate according to ambiguous criteria of educational potential. While attempts were made to return educable backward and misfit children to regular classes, “feeble-minded” children were judged to be uneducable and were removed from the adjustment room cycle, thereby promoting internal exclusion within schools.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"69 1","pages":"90 - 107"},"PeriodicalIF":0.5,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76757067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/00309230.2022.2133570
Sümer Aktan
ABSTRACT Georg Kerschensteiner (1854–1932) was a world-renowned proponent of the work school concept (die Arbeitsschule). His educational philosophy was adopted not only in Europe but also in other parts of the world, both in the fields of primary school and vocational education. This study aims to analyse how Georg Kerschensteiner’s views on vocational education, civic education, work school, and teaching were interpreted and adopted by the Early Republican period Turkish pedagogical thinking. Moreover, it aims to scrutinise the impact of his pedagogy on educational practices. In the post-1908 period, in particular, concepts such as work-based education and applied education played an important role in the establishment of the idea of work education. With the proclamation of the Turkish Republic in 1923, Turkish administrators adopted such vocational school principles as the official pedagogical guidelines for its primary schools. During this period, Georg Kerschensteiner’s publications were translated into Turkish, and his work school gained an increasingly important place in Turkish pedagogy. Turkish educators such as Halil F. Kanad, İsmail H. Tonguç, and Hıfzırrahman R. Öymen played an important role in the adoption of his ideas. The Kerschensteinerian approach to education was more directly applied to teacher education in Türkiye, particularly between 1935 and 1954.
乔治·克申施泰纳(1854-1932)是世界知名的工作学校概念的倡导者。他的教育理念不仅在欧洲，而且在世界其他地区的小学和职业教育领域都得到了采纳。本研究旨在分析格奥尔格·克申施泰纳关于职业教育、公民教育、工作学校和教学的观点如何被共和初期的土耳其教育思想所诠释和采纳。此外，它的目的是仔细审查他的教学法对教育实践的影响。特别是在1908年后，以工作为基础的教育和应用教育等概念对工作教育理念的建立起了重要作用。随着1923年土耳其共和国的宣布，土耳其的行政人员采用了这种职业学校原则作为其小学的官方教学指导方针。在此期间，乔治·克申施泰纳的出版物被翻译成土耳其语，他的工作学校在土耳其教育学中获得了越来越重要的地位。哈利勒·f·卡纳德、İsmail H. Tonguç和Hıfzırrahman R. Öymen等土耳其教育家在采纳他的思想方面发挥了重要作用。克申施泰因的教育方法更直接地应用于日本的教师教育，特别是在1935年至1954年之间。
{"title":"Georg Kerschensteiner’s influence on the pedagogical thought of the Early Republic era in Türkiye","authors":"Sümer Aktan","doi":"10.1080/00309230.2022.2133570","DOIUrl":"https://doi.org/10.1080/00309230.2022.2133570","url":null,"abstract":"ABSTRACT Georg Kerschensteiner (1854–1932) was a world-renowned proponent of the work school concept (die Arbeitsschule). His educational philosophy was adopted not only in Europe but also in other parts of the world, both in the fields of primary school and vocational education. This study aims to analyse how Georg Kerschensteiner’s views on vocational education, civic education, work school, and teaching were interpreted and adopted by the Early Republican period Turkish pedagogical thinking. Moreover, it aims to scrutinise the impact of his pedagogy on educational practices. In the post-1908 period, in particular, concepts such as work-based education and applied education played an important role in the establishment of the idea of work education. With the proclamation of the Turkish Republic in 1923, Turkish administrators adopted such vocational school principles as the official pedagogical guidelines for its primary schools. During this period, Georg Kerschensteiner’s publications were translated into Turkish, and his work school gained an increasingly important place in Turkish pedagogy. Turkish educators such as Halil F. Kanad, İsmail H. Tonguç, and Hıfzırrahman R. Öymen played an important role in the adoption of his ideas. The Kerschensteinerian approach to education was more directly applied to teacher education in Türkiye, particularly between 1935 and 1954.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"101 1","pages":"108 - 123"},"PeriodicalIF":0.5,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79993279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00309230.2022.2131440
Vučina Zorić, E. Protner, S. Polenghi, A. Canales
ABSTRACT This text introduces the special issue “History of Education. State of the art in East and South East Europe”. This issue includes some contributions that were originally presented in the international scientific conference entitled “History of Education as a Scientific Pedagogical Discipline and as a Teaching Subject – Past, Present and Perspectives” held in Montenegro (University of Montenegro) in 2019. These articles provide an overview of the history of education as a scientific discipline of education, as an academic discipline of pedagogy and as a field of pedagogical research from the nineteenth to the twenty-first century in Eastern and Southeastern European countries, highlighting its main development stages, problems, contexts, themes and actors.
{"title":"History of education. State of the art in East and South East Europe: introducing the special issue","authors":"Vučina Zorić, E. Protner, S. Polenghi, A. Canales","doi":"10.1080/00309230.2022.2131440","DOIUrl":"https://doi.org/10.1080/00309230.2022.2131440","url":null,"abstract":"ABSTRACT This text introduces the special issue “History of Education. State of the art in East and South East Europe”. This issue includes some contributions that were originally presented in the international scientific conference entitled “History of Education as a Scientific Pedagogical Discipline and as a Teaching Subject – Past, Present and Perspectives” held in Montenegro (University of Montenegro) in 2019. These articles provide an overview of the history of education as a scientific discipline of education, as an academic discipline of pedagogy and as a field of pedagogical research from the nineteenth to the twenty-first century in Eastern and Southeastern European countries, highlighting its main development stages, problems, contexts, themes and actors.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"1 1","pages":"814 - 820"},"PeriodicalIF":0.5,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87773786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00309230.2022.2154471
Betül Açikgöz, Necati Alkan, Teresa Rabazas Romero, Sara Ramos Zamora
Betül Açıkgöz Fatih University Necati Alkan University of Bamberg Jacqueline Armijo New York University Thom Axelsson Malmö University Nelleke Bakker University of Groningen Sebastian Barsch Kiel University Anne Berg University of Gothenburg Gregory Maxwell Bruce University of California Berkeley Antonio Canales Universidad Complutense Madrid Dorena Caroli University of Bologna Linda Chisholm University of Johannesburg Eulàlia Collelldemont Universitat de Vic Andréa Cordeiro Universidade Federal do Paraná Peter Cunningham Homerton College, University of Cambridge Anna Debè Catholic University of the Sacred Heart, Milan Klaus Dittrich The Education University of Hong Kong Maren Elfert King’s College London Benjamin Elman Princeton University Kerrin von Engelhardt Humboldt-Universität zu Berlin Jakob Evertsson Uppsala University Tanya Fitzgerald University of Western Australia Hajo Frölich Facts & Files, Historical Research Institute Marian Füssel Georg-August-Universität Göttingen Anja Giudici University of Oxford Joyce Goodman University of Winchester Judith Harford University College Dublin Houman Harouni Harvard University Ruth Hayhoe University of Toronto Janne Holmén Uppsala University Juliane Jacobi University of Potsdam Mervi Kaarninen Tampere University Edwin Keiner Free University of Bozen-Bolzano Otso Kortekangas Stockholm University Nita Kumar Claremont McKenna College Esbjörn Larsson Uppsala University Christian Lundahl Örebro University Anthony Malone Maynooth University José Pedro Marín Murcia Universidad Internacional de La Rioja Juri Meda Università di Macerata Filiz Meşeci Giorgetti Istanbul University Sumeet Mhaskar O.P. Jindal Global University Patrice Milewski Laurentian University Toni Morant i Ariño Universitat de València Attila Nobik University of Szeged Daniel Nyström Umeå Universitet Tom O’Donoghue University of Western Australia Stephen Parker University of Worcester Matthew Pauly Michigan State University Margrit Pernau Max Planck Institute for Human Development Pablo Pineau Universidad de Buenos Aires
{"title":"Reviewers used outside of the International Advisory Board 2022","authors":"Betül Açikgöz, Necati Alkan, Teresa Rabazas Romero, Sara Ramos Zamora","doi":"10.1080/00309230.2022.2154471","DOIUrl":"https://doi.org/10.1080/00309230.2022.2154471","url":null,"abstract":"Betül Açıkgöz Fatih University Necati Alkan University of Bamberg Jacqueline Armijo New York University Thom Axelsson Malmö University Nelleke Bakker University of Groningen Sebastian Barsch Kiel University Anne Berg University of Gothenburg Gregory Maxwell Bruce University of California Berkeley Antonio Canales Universidad Complutense Madrid Dorena Caroli University of Bologna Linda Chisholm University of Johannesburg Eulàlia Collelldemont Universitat de Vic Andréa Cordeiro Universidade Federal do Paraná Peter Cunningham Homerton College, University of Cambridge Anna Debè Catholic University of the Sacred Heart, Milan Klaus Dittrich The Education University of Hong Kong Maren Elfert King’s College London Benjamin Elman Princeton University Kerrin von Engelhardt Humboldt-Universität zu Berlin Jakob Evertsson Uppsala University Tanya Fitzgerald University of Western Australia Hajo Frölich Facts & Files, Historical Research Institute Marian Füssel Georg-August-Universität Göttingen Anja Giudici University of Oxford Joyce Goodman University of Winchester Judith Harford University College Dublin Houman Harouni Harvard University Ruth Hayhoe University of Toronto Janne Holmén Uppsala University Juliane Jacobi University of Potsdam Mervi Kaarninen Tampere University Edwin Keiner Free University of Bozen-Bolzano Otso Kortekangas Stockholm University Nita Kumar Claremont McKenna College Esbjörn Larsson Uppsala University Christian Lundahl Örebro University Anthony Malone Maynooth University José Pedro Marín Murcia Universidad Internacional de La Rioja Juri Meda Università di Macerata Filiz Meşeci Giorgetti Istanbul University Sumeet Mhaskar O.P. Jindal Global University Patrice Milewski Laurentian University Toni Morant i Ariño Universitat de València Attila Nobik University of Szeged Daniel Nyström Umeå Universitet Tom O’Donoghue University of Western Australia Stephen Parker University of Worcester Matthew Pauly Michigan State University Margrit Pernau Max Planck Institute for Human Development Pablo Pineau Universidad de Buenos Aires","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"31 1","pages":"987 - 988"},"PeriodicalIF":0.5,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75750039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00309230.2022.2130702
M. Depaepe
ABSTRACT The present epilogue, concluding a special issue on the development of our field in lesser-known geographical contexts, takes the opportunity to air some of the author’s personal views. After all, with the publication of this issue, his years as editor of Paedagogica Historica are over. In a sense, therefore, the reflections brought here are somewhat his spiritual testament, even if this is put into perspective from the outset by the author himself. Indeed, the article reiterates some positions already taken in the past, such as the idea that, by drawing “lessons” from the educational heritage, the discipline of history of education need not necessarily be made more relevant and/or topical in order to reclaim its place in the training of teachers and pedagogues. Rather, Depaepe argues in this context for staying in line with cultural-historically conceived research on educational history, even if this marginalises the discipline even more at the expense of so-called more efficient study domains. Nevertheless, the message proclaimed here remains, all in all, hopeful. Only insights on the basis of pedagogical historiography can sufficiently open the way to nuance and put into perspective contemporary discussions, debates, disagreements, tensions, conflicts and so on. That is why Depaepe ends on a positive note. In his words, “hope and realism: it seems old-fashioned, but unfortunately, in all these years I have not found better tools for a respectful, sincere and unbiased approach to the educational past“.
{"title":"Paedagogica historica, quo vadis? An epilogue on the ambivalences and paradoxes of doing educational history","authors":"M. Depaepe","doi":"10.1080/00309230.2022.2130702","DOIUrl":"https://doi.org/10.1080/00309230.2022.2130702","url":null,"abstract":"ABSTRACT The present epilogue, concluding a special issue on the development of our field in lesser-known geographical contexts, takes the opportunity to air some of the author’s personal views. After all, with the publication of this issue, his years as editor of Paedagogica Historica are over. In a sense, therefore, the reflections brought here are somewhat his spiritual testament, even if this is put into perspective from the outset by the author himself. Indeed, the article reiterates some positions already taken in the past, such as the idea that, by drawing “lessons” from the educational heritage, the discipline of history of education need not necessarily be made more relevant and/or topical in order to reclaim its place in the training of teachers and pedagogues. Rather, Depaepe argues in this context for staying in line with cultural-historically conceived research on educational history, even if this marginalises the discipline even more at the expense of so-called more efficient study domains. Nevertheless, the message proclaimed here remains, all in all, hopeful. Only insights on the basis of pedagogical historiography can sufficiently open the way to nuance and put into perspective contemporary discussions, debates, disagreements, tensions, conflicts and so on. That is why Depaepe ends on a positive note. In his words, “hope and realism: it seems old-fashioned, but unfortunately, in all these years I have not found better tools for a respectful, sincere and unbiased approach to the educational past“.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"47 1","pages":"974 - 985"},"PeriodicalIF":0.5,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76931644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/00309230.2022.2129397
Natasa Vujsic Zivkovic
ABSTRACT This article is focused on the theoretical basis of the study of the history of education in Serbia in the period from the foundation of the first Teacher College (1871) to the end of the socialist establishment in the country (1989). By theoretical bases, we mean theoretical and methodological assumptions, including ideological patterns, which influenced the constitution of the history of education as a scientific discipline. The aim of the paper is to analyse and clarify scientific and non-scientific assumptions in the conception of the history of education in Serbia. As a teaching discipline, the history of education has always been placed within the framework of professional education of primary school teachers and education scientists. As a scientific discipline it has gone through different phases, which are presented in this paper: from Christian-oriented support for teacher training, through fitting into current developments in cultural history, to particular propaedeutics of the method of dialectical materialism for all disciplines of the educational science. The history of education in Serbia in the 20th century reached its full development through cooperation with general historians on projects from the national history of education and schooling, as part of the shift of interests from political to social historiography. This orientation of scientific discipline was not accompanied by an increase, but rather a decrease in the role of the history of education in the professional education of teachers in Serbia.
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Pub Date : 2022-11-02DOI: 10.1080/00309230.2022.2147748
Andrés Baeza, Adolfo Ibáñez, Akash Bhattacharya, A. Premji, A. Kobayashi, Avelina Miquel Lara, R. Newman, Rafaela Silva Rabelo, María Luce Schelvis, C. Singh, Ying Zhou
Members of the Editorial Assistant Board 2022 Andrés Baeza, Universidad Adolfo Ibáñez Akash Bhattacharya, Azim Premji University Matilda Keynes, The University of Western Australia Ami Kobayashi, University of Koblenz-Landau Véra Léon, University of Paris / CNRS Avelina Miquel Lara, Universitat de les Illes Balears Rachel Grace Newman, Smith College Mahasan Violet Offutt-Chaney, Brown University Lucia Paciaroni, University of Macerata Rafaela Silva Rabelo, University of São Paulo María Luce Schelvis Sijpenhof, Netherlands Institute for Social Research Chandra Lekha Singh, Jawaharlal Nehru University Josefine Wähler, Humboldt-University Berlin | Research Library for the History of Education at DIPF Ying Zhou, University of Groningen PAEDAGOGICA HISTORICA 2022, VOL. 58, NO. 6, 986 https://doi.org/10.1080/00309230.2022.2147748
{"title":"Editorial Board EOV","authors":"Andrés Baeza, Adolfo Ibáñez, Akash Bhattacharya, A. Premji, A. Kobayashi, Avelina Miquel Lara, R. Newman, Rafaela Silva Rabelo, María Luce Schelvis, C. Singh, Ying Zhou","doi":"10.1080/00309230.2022.2147748","DOIUrl":"https://doi.org/10.1080/00309230.2022.2147748","url":null,"abstract":"Members of the Editorial Assistant Board 2022 Andrés Baeza, Universidad Adolfo Ibáñez Akash Bhattacharya, Azim Premji University Matilda Keynes, The University of Western Australia Ami Kobayashi, University of Koblenz-Landau Véra Léon, University of Paris / CNRS Avelina Miquel Lara, Universitat de les Illes Balears Rachel Grace Newman, Smith College Mahasan Violet Offutt-Chaney, Brown University Lucia Paciaroni, University of Macerata Rafaela Silva Rabelo, University of São Paulo María Luce Schelvis Sijpenhof, Netherlands Institute for Social Research Chandra Lekha Singh, Jawaharlal Nehru University Josefine Wähler, Humboldt-University Berlin | Research Library for the History of Education at DIPF Ying Zhou, University of Groningen PAEDAGOGICA HISTORICA 2022, VOL. 58, NO. 6, 986 https://doi.org/10.1080/00309230.2022.2147748","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"136 1","pages":"986 - 986"},"PeriodicalIF":0.5,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80492565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1080/00309230.2022.2122849
T. Diskin
{"title":"Intuitive law for the children: a legal historical perspective on educator Janusz Korczak’s thought and practice","authors":"T. Diskin","doi":"10.1080/00309230.2022.2122849","DOIUrl":"https://doi.org/10.1080/00309230.2022.2122849","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"18 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79190400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.1080/00309230.2022.2116290
Katharina Sass
{"title":"Struggling for girls’ education: coalition strategies of Norwegian and German women’s rights activists in comparative-historical perspective","authors":"Katharina Sass","doi":"10.1080/00309230.2022.2116290","DOIUrl":"https://doi.org/10.1080/00309230.2022.2116290","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"11 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86287722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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