Educational Ideals Research Articles

Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research

I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpädagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).

The politico-cultural significance of teachers’ ‘professionalization’ movements: a compared analysis of American and French cases

ABSTRACTThis article highlights the ideational factors underpinning the movements to professionalize teachers in the United-States and in France. It demonstrates that the deep driving force behind these movements is neither the modernization of schooling, nor the professional interests of teacher educators, but the politico-cultural hold of a philosophical paradigm that met the values and ideals of education and political systems’ actors. By associating human progress with social progress based on natural laws, the naturalistic standpoint of this philosophical paradigm won the favor of the times. Nevertheless, the adaptive conception of intellectual and moral development it supports entails a separation of the mental world of education specialists from that of academic scholars. As a consequence, the major missions of formal education shifted from the training of the mind through the understanding of subject-matters to that of whole social personalities through situated or experiential forms of understanding, the paradoxical outcome being a loss of teachers’ autonomy in terms of professional expertise.

Paradigm shift: Transformation of functions & services of B.C. Roy Memorial Library

The library is not only a storehouse of knowledge; it is also an essential component of the teaching and learning process of an academic Institute. It is a well-established truth that the Library is the center of any educational setting. While classroom teaching offers a glimpse of knowledge, the libraries disseminate a vast variety of knowledge, which is required to attain mental heights. Libraries supplement the educational work of classrooms and lift forward the ideals of education. The use of existing knowledge is as important as the discovery of new knowledge. The purpose of this paper is to highlight the various services provided by the B. C. Roy Memorial Library of IIM Calcutta, Kolkata, W.B. Library as the learning resource centre and occupies a unique place in the academic and research activities of the Institute. Over time, due to the impact of Information Technology, drastic changes have been taken place in terms of collection, organization, and the way and nature of service it provides. It is seen the usage of library resources has been increased manifolds after implementing IT based services.

Templeton's Academy

Templeton's Academy Justin Thomas Nevin (bio) The academy was a highly popular educational model in the early national era, appealing particularly to young rural males who desired more than an elementary education. To lure a wide, paying clientele, rural academies offered both basic English and more demanding Latin tracks using what educators called the amalgamation model. In the early national period, key contributing factors to academies' increasing popularity were rapidly shifting economic forces, the advent of childhood as a discrete life stage, and the entrepreneurial spirit that accompanied industrial capitalism. Relatedly, the waning of English-style craft apprenticeship necessitated new institutions for young males to transition into adulthood and economic self-sufficiency. Without the assurance of this indentured craft apprenticeship to help them transition, young white middle-class males often entered the academy to undertake a metamorphosis that was no longer so easily defined.1 For many such boys, that transformation was delivered by new and constantly changing means of remaking oneself in the image of the new republic. At the same time, burgeoning republican educational ideals loosely coincided with an "emerging normative view of childhood" [End Page 291] that encountered "an imagined child, akin but not identical to the middle-class child."2 Such early national developments structured and were partially structured by academies, which existed at the very centers of many frontier villages. A village's deliberate planning constituted a commercial strategy to integrate dispersed farms into the geographic syntax of republican life (BF, 67). Childhood studies scholar Steven Mintz writes, "Convinced that the stability of the new republic depended on a virtuous citizenry, the postrevolutionary generation called for more intensive styles of childrearing and more prolonged and systematic forms of education."3 For "republican essayists" of that time, virtue "meant discipline, sacrifice, simplicity, and intelligence, and they called upon teachers, ministers, and parents to aid in the creation and ministry of a virtuous citizenry."4 Detractors alleged that, despite these institutions' inconsistent curricula and rudimentary studies, academies' proponents overpromised scholastic achievement, social mobility, and economic opportunity. Though some academies served as nothing more than "glorified elementary schools,"5 the academy nonetheless offered a influential model that addressed local needs while aiming to integrate locally rooted youth into the national fold. In contrast to lesser school structures, academies used durable building materials that entailed a major communal investment. parallel composites: cooper's architectural, literary, and educational orders Because an academy is both an ideologically imbued educational model and a specific material structure, James Fenimore Cooper's close attention to Templeton's academy in The Pioneers (1823) allows the author to engage with contemporary educational debates—those surrounding [End Page 292] formal schooling—that parallel emerging republican ideals. Cooper's detailed consideration of the academy's architecture and curricula also puts the institution in dialogue with the aesthetics of his frontier romance. Scholars have noted the continuity between Cooper's descriptions of the architectural style called the Composite order, which fused Ionic and Corinthian features, and the grand American project of integrating a diverse population.6 Instead of employing the European style of joinery called scribe rule in Templeton's construction, Cooper fuses the Composite order to the American style of joinery called the square rule.7 Although The Pioneers is partially derisive toward the Composite order, the author nonetheless celebrates it "as uniquely suited to allow the future to dialog with the past without having to dismantle its structural inheritances."8 Cooper's specification of the square rule is particularly relevant in this light. Philip Fisher writes that "the historical novel is a device for practicing how to meet a certain but postponed future."9 Because the academy model is concerned with both preservation and futurity, nationalism and localism, it is thematically and narratively significant to Cooper's romance. Foregrounding Templeton's academy enriches our understanding of the social complexities in The Pioneers. The academy both addressed demand for and facilitated standardized, formal educational approaches. Since the nation's founding, republican-minded schooling has been crucial to developing American cohesion. Expressing a Revolutionary ideal that attempted to straddle individual liberties and social order, luminaries such as Noah Webster, Benjamin Rush, and Thomas Jefferson regarded education as central...

Our Civilizing Mission: The Lessons of Colonial Education by Nicolas Harrison

Reviewed by: Our Civilizing Mission: The Lessons of Colonial Education by Nicolas Harrison Jocelyn A. Frelier Harrison, Nicolas. Our Civilizing Mission: The Lessons of Colonial Education. Liverpool UP, 2019. ISBN 978-1-78694-176-3. Pp. 354. Harrison's book places the educational ideals of the French colonial project in dialogue with contemporary models of education. It begins with a return to the mission civilisatrice that accompanied French education overseas and, subsequently, asks where in today's educational projects we can find the residue of that mission. Harrison states in his introduction that the title of the book was designed to underscore current anxieties (whether conscious or unconscious) among university educators––i.e., as an educator, how do I repeat or renew the sites of violence that accompanied a colonial education I condemn? I believe he is correct in his theory that higher education language, literature, and cultural studies educators entertain this question regularly and cringe at the possibility of a connection between their contemporary vocation and the decades (if not centuries) of pain it inflicted on the colonial student. Thus, I found Harrison's book noteworthy on at least three registers: 1. The personal, as I am an educator of French and Francophone studies who contemplates the relationship between her profession and the historical foundation upon which it rests; 2. The professional, as we contemplate the future of Humanities fields in light of contemporary "crises"; 3. The academic, as scholars and students across postcolonial fields stand to gain from Harrison's astute insights into the history of French colonial education and contemporary manifestations of its legacy. Chapter one examines what Harrison refers to as a "paradigmatic" example of his argument: [End Page 223] educators since Edward Said demonstrate equal commitment to and doubt about the value of their work. In chapter two, Harrison pivots to a broad view of education in colonial Algeria. He undermines the myth that educators of the colonial era all subscribed to a monolithic mission. To accomplish this, he provides the reader with a sampling of the variety of social and political values that accompanied colonial education. Chapters three through five make up the book's metaphorical meat and potatoes. Here, Harrison turns to the literature authored by a well-known set of French-Algerians who are or were products of the educational environment he previously describes. The chapters each take up a nuanced account of the Algerian classroom and include the voices of Mouloud Feraoun, Assia Djebar, and Jean Amrouche, among others. Chapter three is dedicated to the role of the French colonial classroom during the Algerian War of Independence. Harrison then divides chapter four in two to cover both the disorientation felt by the "native" pupil in French classrooms and the politicization of those same students by concepts that are particularly French, such as secularism. Finally, in chapter five, Harrison covers colonial education from the pupils' perspective, especially as it concerns the acquisition of the French language and studying of French canonical texts in Djebar's work. In the conclusion, Harrison returns to Said and to the arguments for a Humanities education as they are found across his book. Jocelyn A. Frelier Sam Houston State University Copyright © 2020 American Association of Teachers of French

National Education and Educational Ideals in the Political Thought of the National Party (1928-1939)

National Education and Educational Ideals in the Political Thought of the National Party (1928-1939)
 In the period of the Second Polish Republic, educational issues constituted a subject matter of interest to Polish political thinkers. Nonetheless, such issues were often perceived differently by the diverse ideological and politicalfactions. According to such political entities, the interwar period was marked by the destabilisation of the previously existing social, political and cultural order, giving rise to a new reality. Visions of creating a “new,” “better,” more moral and socialised man began to appear in statements of almost all political circles. Such projections, however, entailed the rather disturbing prospect of far-reaching interference in the lives of all citizens, including their privacy. The postulate of changing the individual in order to meet the emerging “higher” objectives, social needs, and “lofty” principles, was put forward. The National Party developed a comprehensive educational programme. The aim of national education was to build a strong nation, and to prepare the society for an independent nation and functioning of the state. The principal categories of the National Party’s political thought included work, creation, and action. The condition of Polish society was also thoroughly analysed, with the ideal Pole being depicted as a hard-working, thrifty, conscientious and diligent person, dedicated to the nation and affairs of the state. Active and constructive attitudes were widely promoted, along with social responsibility, readiness to make sacrifices, self-determination and subordination to the individuals responsible for the implemented goals. National education was expected to give rise to “a definite Polish type” that would embody the truly Polish character and indigenous values cultivated from generation to generation by the natively Polish population. Its emergence would be possible by imposing adequate discipline and hierarchy.

Osler Centenary Papers: William Osler in medical education

William Osler combined many excellent characteristics of a clinical educator being a scientific scholar, a motivational speaker and writer and a proficient physician. As we celebrate his life a century...

What may we hope for? Education in times of climate change

What may we hope for? Education in times of climate change

3E18 第4代国鉄総裁 十河信二における教育理念

3E18 第4代国鉄総裁 十河信二における教育理念

Bildung: Liberal Education and its Devout Origins

This paper revisits the admixture of secular and spiritual aspects in Bildung. It aims at re-examining the intimate relations between the secular, rational and enlightened educational ideals, which were invested in the formation of the Bildung concept at the turn of the eighteenth century, and the religious, and mystical foundations of these ideals. The paper argues that Bildung should be regarded as a symbol of the unvarying presence of what sociologist Philip Wexler termed ‘mystical interactions’, that is, the manner in which mysticism becomes a resource for understanding the secular-modern (rational) education. Rather than holding to a simple differentiation between rational, enlightened education and religiosity, the paper points to the entwining of reason and faith in Bildung. The importance of revisiting the mystical aspect of a secular and rational educational ideal may rest in suggesting that such an ideal cannot be exhausted by a one-dimensional educational standpoint.

The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning

The globalization of problem-based learning (PBL) in health professions education has been both celebrated and criticized. Using a critical narrative review approach, underpinned by our archive of global PBL literature and a targeted literature search, we analyze these dominant global discourses of PBL in health professions education. More precisely, we explore what is missed when the globalization of PBL is theorized either as a positive consequence of standardization, or a problematic spread of Western educational ideals and values around the world. We make visible how two dominant global discourses, a universalist and culturalist discourse, have emerged in the global proliferation of PBL. We also discuss the limitations of the two discourses by demonstrating how they either ignore contextual and cultural diversity or see it as problematic. We then turn to a perspective that has been marginalized in the PBL literature that emphasizes the global origins of PBL, transcending the dichotomy between West and non-West. We make a case for relating to PBL as a plural construct in order to learn from the cultural and situational nuances of educational activities labeled PBL around the world. We argue that PBL as a singular and universal concept has no global future, yet versions of PBL may continue to thrive locally. Finally, we propose avenues for future research that may help elucidate the global and local values that underpin our curricula, as well as the socio-political factors that perpetuate neo-colonialist views and practices in the uptake and implementation of PBL approaches across the globe.

Just Before Sitting on the Chair: Reasons, Expectations and Goals of School Principals in Turkey

Schools exist to prepare students for life and to ensure students’ success. School principals are the most important people in terms of achieving schools’ goals. Principals are expected to have goals and work in line with the main aims and principles of National Education. The aim of this study is to determine newly appointed school principals’ reasons for becoming principals and to explore the expectations and goals of their schools. The research data were collected using semi-structured interview forms that were applied during the pre-service training of 40 school principals who were assigned as school principals for the first time in a province in the Black Sea region of Turkey at the beginning of the academic year. A qualitative research method and a content analysis technique were used for data analysis. The results show that most participants became school principals because they wanted to realize their educational ideals and goals. Participants' most important goal for their schools was to improve student qualification. Most of the participants’ expectations about their schools’ recognition in their school districts were about their schools’ success.

La formación del carácter en los indígenas mexicanos. Continuidades, rupturas y reivindicaciones

From the philosophical perspective of education, this article aims to stress the educational ideals of the Mexican indigenous tradition, showing how its emphasis on character education has persisted in speeches and special mnemonic technologies, and to show that the educational ideals of training for fulfi llment are part of human nature itself. Thus, both the ancient idea of the heart face of the ancient Mexicans, preserved during the colonial period, and the current concept of the good life of the Tzeltal people of Chiapas, conceptualize the integrity of character education and may coincide with the Greek classic ideals which we know from the contributions of Plato and Aristotle in defense of prudential practical knowledge and the virtuous life.

Os perigos do conceito de impacto no ensino superior (The dangers of the concept of impact in higher education)

Os perigos do conceito de impacto no ensino superior (The dangers of the concept of impact in higher education)

Are schools educating toward active citizenship? The internal school struggle between contradictory citizenship models

This article investigates the phenomenology of Social Education Coordinators in Israeli high schools regarding school’s civic education. Twenty-one semi-structured interviews were conducted, followed by a two-stage coding process. The Social Education Coordinators indicate that their schools seem to be unified behind the goal of maximal citizenship. However, their unique position as agents of non-formal pedagogies gains them insight into the role of pedagogy in advancing various citizenship models and the struggle in schools between opposing pedagogies and citizenship models. Formal pedagogies are understood to be incoherent; they speak of maximal citizenship, however, habituate minimal citizenship. Informal pedagogies are understood to be coherent, to both speak and habituate maximal citizenship. From the Social Education Coordinators’ perspective, their attempt to insert meaningful informal pedagogies and true maximal citizenship is subversive and a show of agency. They perceive themselves as still weak but significant players in providing students with ‘voice’ in the public sphere. This analysis may advance our understanding of schools as arenas of incoherency and contradictions, of simultaneously pushing toward contradictory civic education ideals; it may highlight the civic significance of pedagogy choice and raise the issue of cultivating informal civic education pedagogies as a basic student right, a democratic right to cultivate ‘voice’.

カトリック系保育所・幼稚園等における保育・教育理念の特色 ―日本カトリック幼児教育連盟の横浜教区（神奈川・山梨・長野・静岡）に着目して―

カトリック系保育所・幼稚園等における保育・教育理念の特色 ―日本カトリック幼児教育連盟の横浜教区（神奈川・山梨・長野・静岡）に着目して―

PECULIARITIES OF FORMATION OF FAMILY AND DOMESTIC COMPETENCE OF CHILDREN OF THE SENIOR PRESCHOOL AGE BY MEANS OF UKRAINIAN FOLK TALES

Family – is a single, inseparable interaction of parents and children. Parents give children knowledge, understanding of the word, experience of social relations and social forms of behavior. Only in a shared life with adults, sharing their joys and cares, taking part in the responsibility, the child experiences a real person and learns to appreciate their family. Family-home competence overcomes knowledge and compliance with the rules and rules of family, family life with a child. Presenting a fairy tale, the original educational ideals of the Ukrainian people ensure the formation of a child’s careful and caring attitude towards the parents, other family members, caregivers, peers; convincing in the undeniable victory of good over evil, in the ability of a person to achieve his goal, provided that some effort is made; shape a child’s faith in a positive future, a sense of trust in the outside world.

THE FRENCH ASPECTS IN THE EDUCATION PATTERN OF THE POLISH NOBILITY IN THE SEVENTEENTH CENTURY

The pattern of education of the Polish noble youth in the seventeenth century changed in comparison with the preceding century. In the latter, the mul-tinational, multicultural and multidenominational nature of the Polish-Lithuanian Commonwealth nurtured attitudes of widely understood tolerance both in terms of ideology and in practice. Poland was receptive to strong Re-naissance influence, while numerous sons of the Polish nobles studied abroad, mainly in Italy but also in Germany and France. The education system in the Jagiellonian monarchy of reflected the trends and the ideals of contemporary European education. The seventeenth century saw increased influence of the Counter-Reformation in the Nobles’ Commonwealth.
 The ideas of Sarmatism, embracing xenophobia, religiosity and self-glorification of the existing, petrified political system, became more pro-nounced. These tendencies were broadly present in the pattern of the educa-tion of nobility, a pattern that was prone to strong Jesuit influence in the spirit of the doctrine laid down by the Council of Trent.

In Search of “Africanity”: Traditional and Islamic Education in Boubou Hama’s Writings

This article explores how the Nigerien intellectual and politician Boubou Hama (1906/09–1982) represented the relationship between Islamic and “traditional” educational ideals. Based on an understanding that Islamic education was closely linked to the historical dissemination and establishment of Islam, Hama advanced a particular interpretation of the reception and circulation of Muslim knowledge in West Africa. He argued that, first, the presence of Islam should be understood in its African historical context; second, that the foundations of African culture were equally “traditional” and Islamic; and third, that the forms of education that had shaped such culture could be used as the basis for a political plan of development. By doing so, Hama asserted that just as Islam was crucial to the continent’s history, it was a central part of Africa’s engagement with the wider world.

Self-modernization Urgency to Determine the Direction of the Reform of Economic Curriculum of High Schools to Facing Century Challenges in Indonesia

This article explores the ways in which high school economic curriculums in Indonesia can be reformed to take account of self-experience in the modern world to deal with the challenges of education in the 21st century. in the state of final modernity and ideals of character education in shaping the personal character of students.