The legacy of teachers Olga and Leticia Cossettini: between thoughts and the nostalgia for a better school

The role of the classical heritage within a history of education component in the higher education teaching is discussed in the article. Various chronological and thematic ways to arrange the material in the anthologies for history of pedagogy and education are analyzed. Classical Greek and Roman languages are not so easy to the Russian students. Even the fragmentary translation of the classical texts gives them a faceted information. In this field of students education one needs various special approaches to minimize the means omissions and lacunas within the reconstruction of history of ancient education. Difficulties and opportunities for compilers and readers to choose between traditional and digital sources upon the antique pedagogical heritage are designated with the examples of editions from 1897 till 2016. Anthologizing the history of classical Greek and Roman education proceeded from the biographical approach (famous persons as an icon of this or that epochs) to the chronological principle of the sources arrangement and through it to the critical and theme-oriented schemes with the analytical applications in the critical anthologies and various kinds of sources collected within the theme-oriented anthologies. In conclusion we speak about the main trends in changing the historical sources on education representation in digital era looking to the recent approaches on the sources arranging for teachers education in higher schools via web resources with the background of the Great Books and printed anthologies as the frames of the knowledge about the great thinkers and past practices in the history of education.

The article considers the urgent problem of modern higher pedagogical education related to the formation and development of professional competencies of a future teacher. The purpose of the article is to identify, on the basis of analysis of federal state educational standards of higher education, as well as own pedagogical experience of the professional competencies of a future history teacher, which are necessary to improve the quality of teacher training in the process of educational and extracurricular work at a university. The article presents various interpretations of the concept of professional competencies of a teacher presented by both domestic and foreign researchers. Based on the analysis of professional tasks and activities declared in the Federal State Educational Standard of Higher Professional Education and Higher Professional Education (2011, 2014, 2016, 2018). Five professional competencies of a history teacher have been identified. They are included in the curricula and working curricula for the disciplines of the subject preparation of the bachelor's degree (profile History and Social Studies): Methods of teaching and upbringing in historical education, Use of information and communication technologies in teaching history, Game technologies in teaching and upbringing, "Pedagogical workshops" as additional to the general professional competencies contained in the federal state educational standard of higher education. The formation of professional competencies of future history teachers is carried out as part of the students' academic work, and their development and practical application in the process of extracurricular work. The professional competencies of the teacher are characterized by his level of professional training, his attitude to work, to himself and affect the effectiveness of the implementation of educational and educational work in school.

At present, the history of education is experiencing a paradox: research in the history of education is flourishing, but the history of education as a study subject is losing its relevance in university curricula. The present research aims at examining the potential of education history in student-centred and research-based study process while addressing the experience in teaching education history in master’s study programmes at the University of Latvia from 1920 to 2020. The article comprises three sections: the first section offers an overview of the evolvement of the history of education as a study subject in Europe and Latvia; the second section, based on the experience of teaching the history of education and research in history didactics, reveals three possible approaches to the study course in the history of education; the third section foregrounds the integration of digitized historical sources in the delivery of student-centred and research-based education history courses. The research demonstrates that each of the three approaches (“acts-and-facts history,” “problem-oriented history of education,” and “edutainment”) has student-centred potential in shaping historical thinking. The student-centred study process in a modern university is closely related to research-based studies, which in the study course of education history means independent research of history aligned with students’ individual interests in the field of education.

162 Reviews questions to be asked concern the cultural logic by which these people combine them and value their significance. Alexandra Bakalaki University of the Aegean, Lesvos Andreas M. Nouaros. ΑνδϕÎ-ας M. Εουάϕος. Παιδαγωγική επιστήμη και Î-ϕευνα.ΕιδικήπαιδαγωγικήβιβλιογϕαφίαστηνΕλλάδα.1830-1980. Thessaloniki: Aristotelio Panepistimio Thessalonikis. 1987. Pp. 512. Andreas M. Nouaros. ΑνδϕÎ-ας M. Εουάϕος. Παιδαγωγική επιστήμη και Î-ϕευνα.B'τόμος.ΕιδικήπαιδαγωγικήβιβλιογϕαφίαστηνΕΑΑσδα. 1830-1990. Thessaloniki: Aristotelio Panepistimio Thessalonikis. 1992. Pp. 696. A few years ago I was researching a paper on the history of the education of Greek women, and I had a very difficult time locating relevant sources because of the unavailability of a comprehensive bibliographical index on Greek education. Even though I was able to find several books on the subject, locating articles was left to chance for lack of systematic references to sources. Recently, this lack has been addressed by the laborious and ambitious task of compiling an index of Greek writings on education produced in the past 160 years. The project has been undertaken by a group of researchers under the supervision of Professor Andreas M. Nouaros of the Department of Education of the University of Thessaloniki with funding from the Ministry of Industry, Energy and Technology and the Ministry of Education. The two volumes published so far include books and articles written between 1830 and 1990. Entries are by alphabetical order of authors' names, volume 1 covering names from A through J, and volume 2 names from K through P. In addition to author's names, each entry includes the tide of work, place and year of publication , number of pages, an abstract, the type of work (essay, research, dissertation , etc.) and classification in a specific area within the field of education. Among the diverse areas covered are philosophy of education, history of education, history of Modern Greek education, comparative education, elementary , secondary, and higher education, moral education, religious education , educational research, methods of teaching, women's education, educational psychology, child and adolescent psychology, education of children with special needs, experimental education, etc. The team responsible for this massive project must be commended for offering to students and researchers in education a needed tool that will fatilitate their research, especially as it pertains to various facets of Greek education. This work, however, is not without its shortcomings, some of which are endemic to projects of this scope. First, given the five-year lapse between Reviews 163 publication of the two volumes, it is unfortunate that the second volume does not include a supplementary bibliography of authors A through J whose work has appeared since the publication of the first volume. One hopes that a supplementary index will be included in the third volume for authors from A through P so that the work may be up to date. Perhaps in the future, when the task of indexing the history of educational publications is finished, the compUers should start producing annual education indexes to include the latest publications. It goes without saying that such a work would also require the development of the field of library science and the training of professionals who would undertake such tasks on a full-time basis. Another disappointment is that the very useful thematic index that accompanies the first volume is missing from the second volume. Lack of a thematic index gready reduces the utility of volume 2, since valuable material remains inaccessible to researchers who are interested in specific topics and not merely in the work of a particular author. Again, one hopes that this deficiency will be overcome in the next volume. Another thing that may puzzle the reader who peruses this bibliography is the inclusion of certain works. An examination of the entries themselves and of the statements by the editor in the Preface of both volumes suggests that the works included fall into the following categories: a) writings by Greek authors on Greek education or education in general, written in Greek or in other languages, published in Greece or abroad, b) translations into Greek of foreign works on education, and c) writings in related fields such as philosophy , psychology, religion, history, or folklore if "the topic they deal with is connected direcdy or indirectly with education" (vol. 1, p. 3). Certainly in an era of increased sensitivity to interdisciplinarity, one understands why writings...

The representations of educational military policy that invaded Brazil, in 1964, are mostly conducted by an ideology that aims to bring out a wide variety of excesses committed by those responsible for managing and applying it in the country. Thus, concerning the influence of the necessity of the period and the construction of a specifi c knowledge, focused in Physical Education and especially the training of its teachers, a necessary and immobilized knowledge as crossed by nearly two decades, the vast bibliography of educational field and the bibliography produced within the fi eld of Physical Education in particular. Starting from the commonplaces of these positions present in the History of Education, the study proposed resignify them, based on the methodological perspective of Oral History. We tried to identify the understanding of Physical Education teachers (graduated at the School of Physical Education in Florianopolis (ESEF) in 1973) in relation to the Brazilian military dictatorship, established in 1964. By analyzing the teachers’ memories and representations, we try to show a new understanding in relation to what has happened between the Military Dictatorship and the young teachers of Physical Education graduated at that school. Key words: teacher education, history of Physical Education, Military Dictatorship, representations.

O entendimento das bases históricas sobre as quais se assentam os saberes e as práticas nas quais se apoiam os profissionais atuantes nos diferentes níveis e modalidades que constituem os sistemas educativos é elemento fundamental para o avanço técnico, científico, social e cultural. A renovação das metodologias em pesquisa histórica a partir do movimento denominado como Escola dos Annales, ampliou o leque de perspectivas historiográficas de compreensão da estruturação dos variados campos de atividades humanas, oportunizando expansão e diversificação de olhares e rompendo a lógica da história como crônica de acontecimentos. O artigo traz uma pesquisa exploratório- descritiva, que busca analisar as bases teórico-metodológicas em que foram desenvolvidos os estudos históricos em Educação Especial apresentados no período de 2008 a 2018, em eventos acadêmico-científicos de destaque no campo da Educação Especial e da História da Educação em contexto brasileiro. Para tanto, foram utilizadas as seguintes categorias: o objeto de estudo/tema e área de educação especial em que se insere; o recorte temporal considerado; as fontes priorizadas, os procedimentos metodológicos de coleta e análise de dados; e os referenciais teórico-epistemológicos indicados. Os resultados indicam que a produção de pesquisas na História da Educação Especial ainda é incipiente e reflete a interdisciplinaridade do campo de conhecimento, reconhecendo que a História da Educação Especial é antes de tudo, indisciplinada.

In production, transmission, communication, consumption, and utilization of historical knowledge, various actors, groups, and institutions of society participate. Public history is based on the social space in which historical descriptions and representations take place. Public history combined with the school history curriculum provides for students an opportunity to recognize history as an activity that produces an endless series of discoveries as an ongoing conversation, not the final truth. It also provides an opportunity to recognize that history produces interpretations that change not only our understanding of the past but also our understanding of ourselves and this era in which we live. In this article, the relationship between school history education and public history, and the definition of public history as a dialectical process of identity struggles taking place in society were reviewed. Next, this article, while examining the formation process of the theory of history education oriented toward civic education, explored the reasons why teachers and researchers paid attention to public history in the process. And the meaning and importance of the above definition were examined. The reasons for paying attention to public history in history education are related to the problems of students'' historical consciousness. Students come into the classroom "with public history" by meeting representations of history in their daily lives. Each student is the subject of historical representation, and experiences the dialectical process of the identity struggle. How does school history education contribute to this student''s life? History teachers, who are designers of learning experience, must stand in a central position to deal with this question, and in many aspects, they need to have a steady opportunity to deal with this question from the teacher training process. Based on the reflection on the characteristics and impact of the history representations experienced by the pre-service teacher himself, I added a class case that attempted to understand the challenges and opportunities that public history poses to school history education.

More than ever, the space of history of education is defined by its specialised communities as much as by the people who participate in the educational process, including those who have been historically left out of it. It is these people (along with the historian) who build the history of the present time and the archives of public memory. In an increasingly virtualised and viralised world, the problem of public use of historical research appears, in the educational arena, as a condition of possibility of scientific knowledge itself. Today, the dilemma of history is no longer to respond to the challenges provoked by the social sciences but, on the contrary, to face the crisis of their postulates. In the midst of the Covid-19 pandemics, we are confronted with blunt evidence: we don’t need more knowledge, we need other knowledges. We are required to reposition our gaze from the macro into the micro scale. This article aims to bring into the historical picture of contemporary education the living people and archives left out of it, in the last century. Based on oral and written testimonies of people who lived in between pandemics (1918–2021) in Portuguese rural contexts, we seek to write a history (and a historiography) of education for the people, about the people, and by people. In short: a Public History that is able to confront the immediate present with a quasi-recent past, the noise of the living with the silence of the dead.

The exclusion of disabled children from ordinary schools, which occurred routinely in England until the late twentieth century, is mirrored in the way disability and difference have been largely ignored in the history of education. The first half of this paper outlines some of the key developments that have taken place in the field of education and disability, with reference to changes in the social and intellectual context since 1960. The second half of the paper provides an appraisal of contemporary approaches to the historiography of education and disability, in the light of the discussion in the previous sections. It is suggested that the different kinds of historical work that have been carried out can be linked to differences in the way the identity and interests of disabled children have been conceptualized. Existing work undertaken in disciplines such as disability studies and critical policy studies, and less orthodox historical research such as narrative and ‘insider perspective’ research, provides fresh starting points for future research in the history of disability and education.

This is a research located in the field of History and Historiography of Education, inserted in the subarea of History of School Institutions, whose object of investigation is the Hospital do Pnfigo School, created in Uberaba / MG in 1959 in the hospital space called Hospital do Pnfigo Foliceo, which remained in operation until 1985, the year in which it is legally recognized by Organs municipal bodies. The study was dedicated to analyzing the creation and organization of the school and its role with students and the surrounding community in structural, philosophical and political aspects, from 1959 to 1985. For this purpose, some questions were raised in order to conduct the study . What is the context for the creation of the Hospital do Pnfigo school and its social significance, considering the national, state and local historical context of organizing school education in general? How did the organization of school education take place within the institution, its specificities and characteristics? What is the profile and role of students, teachers and principals in the organization of educational practices? What is the meaning and significance of the school in the lives of the subjects involved in the process? The reasoning was based on the main theoretical and methodological references of historiographical research in the field of School Institutions, under the guidance of studies in this field. Documentary resources were fundamental, joining bibliographic sources, iconographic documents, legal framework for the regulation of education in all levels of government, and the methodological importance for collecting and analyzing data was also based on documents constructed from oral testimonies, which were collected through interviews with former coordinators and collaborators, former teachers and former students. In this methodological proposal, the dialectic between the local context and the state and national dimensions was established to understand how the legal determinations and the discourses present on the history of education and schooling reverberate in the local context. The study showed that the organization of the School of Hospital do Pnfigo reflects the model of education built in the country throughout the 20th century, revealing the difficulties encountered in school education as a -right for all, further demonstrating the limits imposed by legislation regarding the (dis) commitment of the State in the -mandatory education for the population, reinforcing the marginalization of a large part of society when it comes to access to school education. The reality experienced by the community served in the hospital institution when it was unable to insert its demand in regular school education was supported by an exclusive determination dictated by the national, regional and local education regulatory legislation which determined that those affected by serious and / or contagious disease and in poverty they were released from enrolling in the school unit. In view of this impasse, the creation of an educational space by the Hospital do Pnfigo became inevitable. Thus, the results confirmed the initial thesis that the School of Hospital do Pnfigo, although socially marginalized in its genesis as an improvisation school, but socially necessary, assumes the function of guaranteeing the schooling of a group, whose legislation excluded the mandatory imperative and the recognition of its meaning in the school life of the population. Despite the whole process of marginalization experienced by the patients and the very condition of the school, their teachers and their managers, especially the work of founder Dona Aparecida, managed to overcome the difficulties until their recognition as a public school, allowing the school insertion of a significant number of students. internal students of the institution as well as the existing demand in the surrounding community, changing the life trajectory of many of them. It is concluded that the Hospital do Pnfigo School had an expressive performance in the field of education in the city of Uberaba. However, her unique condition placed her in a dualistic position, by offering school education in circumstances different from the others, it was built in a format in which the prisoners in that space kept a distance from social life, also becoming a space of segregation reinforcing for some, the stigma of social marginalization.

This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be brought into contact with educational contexts, much more so than it has been done so far, in order to respond, together with other disciplines, to the emerging social needs. The Public History of Education, intended this way, can create new profitable relationships between formal and informal education, between the past and present of educators and teachers, between the world of research, cultural institutes (above all, museums) and society.

Введение. В данной статье освещена проблема формирования исторической памяти и представлены результаты исследования готовности будущих учителей к историческому просвещению и формированию у младших школьников исторической памяти. Цель статьи авторы видят в уточнении понятия «историческое просвещение младших школьников» и в определении современного состояния проблемы подготовки будущих учителей к историческому просвещению младших школьников. Материалы и методы.В исследовании принимали участие студенты Южно-Уральского государственного гуманитарно-педагогического университета г. Челябинска. Основными методами являлись анализ научной литературы в области психологических и педагогических аспектов проблемы исторического просвещения и формирования у младших школьников исторической памяти, проблемный анализ и анкетирование. Целью опроса было изучение понимания будущими учителями сущности понятий «историческое просвещение» и «историческая память». Результаты. В ходе проведённого исследования уточнено понятие «историческое просвещение младших школьников», определён уровень сформированности исторических знаний у будущих учителей, сделан вывод о равнозначности для будущих педагогов понятий «историческое просвещение» и «историческая память», отмечены затруднения в определении значимых для исторического просвещения младших школьников образов исторических героев. Обсуждение. Необходимость осуществления исторического просвещения обучающихся и формирования у них исторической памяти подчеркивается в нормативно-правовых актах и документах в сфере образования, что свидетельствует об особой актуальности рассматриваемой в данной статье проблеме. Авторы акцентируют внимание на качественной подготовке будущих учителей к организации процесса исторического просвещения младших школьников, основу которой должны составлять прочные знания об исторических событиях и героях России. Заключение. Методологическими подходами к подготовке будущих учителей к историческому просвещению и формированию у младших школьников исторической памяти являются ценностно-смысловой, который позволит перевести знание об историческом событии или герое в категорию личностной значимости, и системно-деятельностный, обеспечивающий включение младших школьников в различные виды деятельности, и формирование у них на основе полученных знаний исторической памяти. Ключевые слова: историческое просвещение; историческое просвещение младших школьников; историческая память; патриотическое воспитание; процесс принятия ценностей; младшие школьники; будущие учителя. Основные положения: – историческое просвещение младших школьников представляет собой процесс формирования у детей первоначальных исторических знаний во взаимосвязи с интересом к истории своего Отечества, личностным пониманием значимости основных событий, стремлением к сохранению исторической памяти; – подготовка будущих учителей к историческому просвещению и формированию у младших школьников исторической памяти основывается на ценностно-смысловом и системно-деятельностных подходах; – эффективность процесса исторического просвещения в начальной школе зависит от качественных знаний будущих учителей об исторических событиях и героях нашей страны. Introduction. This article presents the results of a study of the readiness of future teachers for historical education and the formation of historical memory in younger schoolchildren. The authors see the purpose of the article in clarifying the concept of «historical education of younger schoolchildren» and in determining the current state of the problem of preparing future teachers for historical education of younger schoolchildren. Materials and methods. Students of the pedagogical university of Chelyabinsk took part in the study. The main methods were the analysis of scientific literature in the field of psychological and pedagogical aspects of the problem of historical education and the formation of historical memory in younger schoolchildren, problem analysis and questionnaires. The purpose of the survey was to study future teachers' understanding of the essence of the concepts of «historical enlightenment» and «historical memory». Results. In the course of the study, the concept of «historical education of younger schoolchildren» was clarified, the level of formation of historical knowledge among future teachers was determined, the conclusion was made that the concepts of «historical education» and «historical memory» were equivalent for future teachers, difficulties were noted in determining images of historical heroes significant for the historical education of younger schoolchilren. Discussion. The need for historical education of students and the formation of their historical memory is emphasized in normative legal acts and documents in the field of education, which indicates the special relevance of the problem considered in this article. The authors focus on the high-quality training of future teachers to organize the process of historical education of younger schoolchildren, which should be based on solid knowledge of historical events and heroes of Russia. Conclusion. Methodological approaches to the preparation of future teachers for historical education and the formation of historical memory in younger schoolchildren are value-semantic, which will allow transferring knowledge about a historical event or hero into the category of personal significance, and system-activity, ensuring the inclusion of younger schoolchildren in various activities and the formation of historical memory based on their knowledge. Keywords: Value-semantic approach; Value-semantic interaction; Spiritual and moral values; The process of accepting values; Meaning formation; Schoolchildren; Future teach historical education; Historical education of younger schoolchildren; Historical memory; Patriotic education; The process of accepting values; Younger schoolchildren; Future teachers. Highlights: Historical education of younger schoolchildren is a process of formation of children's initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of major events, and a desire to preserve historical memory; The preparation of future teachers for historical education and the formation of historical memory in younger schoolchildren is based on value-semantic and system-activity approaches; The effectiveness of the historical education process in primary schools depends on the qualitative knowledge of future teachers about historical events and heroes of our country.

Journal Article Public History and School History Come Together in NCHE Get access Elaine Reed Elaine Reed Elaine Reed is the executive director of the National Council for History Education. For information on NCHE, call (440) 835-1776; e-mail <nche@nche.net>; or visit its web site at <http://www.history.org/nche>. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 16, Issue 2, Winter 2002, Pages 8–9, https://doi.org/10.1093/maghis/16.2.8 Published: 01 January 2002

Since there are countless historical facts, figures, and dates in history, it is imperative that we carefully select content for students to learn in schools. However dire the need is, the systemic research on historical content selection here in Korea is scant at best. This is a review of research on selecting historically significant content with a purpose to rekindle the interest in the topic area. The study reviewed the most representative studies that center around the topic in the field of history, education, and history education respectively. The analysis results revealed that approaches of historians and those of curriculum theorists in the field of education are different and the approaches embraced in history education is closer to those of curriculum theorists. Among the tens of curriculum theories available, textbooks in Korean history education highlight Hilda Taba’s criteria in selecting content. However, these criteria are not widely used in a actual curriculum development whether it is at the national or classroom level. what defines the national curriculum movement in 2010’s is the drive for selecting Haksim(핵심) which translates to more important content. Yet the important content here confounds ‘basic’ and ‘core’ content. Based on the analysis results, the need for more methodical research on historical content selection is called for and the directions for future studies are discussed.

\nThe formal education institutions in Afghanistan never existed from its establishment (1747) until 1875. Despite that the foundation of modern education was laid in 1875, the number of established schools didn't exceed four until 1919. King Amanullah Khan (1919-1929) made the primary schools compulsory to all, for the first time he opened schools for girls and sent some female students to Turkey for education. This led to his exile from Afghanistan. From 1929 to 2001 there were enhancements in the educational fields although some obstacles emerged especially to female educators during some periods. The education is better today in comparison with previous periods; but there are still some problems in this field. The aim of this paper is to evaluate briefly the important developments which happened in the education system from the 4th century until today and the problems that have impeded the education in different periods in Afghanistan. This article focuses on the official education institutions from the establishment of Afghanistan (1747) until today. History of education in Afghanistan is ranked according to periods and the positive and negative developments in each period are also briefly discussed.\n