School Manuals Research Articles

The Margins versus the Centre of the National Literary Canon: The Reception of ‘The Legend of Master Manole’ in Romanian Education

The main purpose of the article is to outline a panorama of the reception of ‘The Legend of Master Manole’ in Romanian education, from the beginning of its introduction to the Romanian national literary canon until the post-communist era. The paper explores how the discourse created around this text in the 19th century and perpetuated by interwar critics (e.g. George Călinescu, Mircea Eliade), and the ideology of protochronism during Ceaușescu’s regime, is preserved in post-communist textbooks. Although there have been some attempts at the feminist decanonisation of the ballad since 1989, they did not influence the main narrative presented in school manuals. The didactic literature still emphasises the male perspective of Manole, and his sacrifice for the act of creation, ignoring the perspective of Ana, the female character in the ballad, and her sacrifice. Starting from the premise that the canon is a certain set of beliefs which can be constantly engaged in polemics that should be continuously shaped and deconstructed, the article also proposes some new literary contexts in which ‘The Legend of Master Manole’ could appear in school textbooks.

Historical discourse as evidence of violence: middle year 3 textbook

This article strives to highlight the vocabulary relating to the discourse of violence through the historical narrative of testimony. Through the school manual of the 3rd middle year, we will try to make an inventory of texts of this kind of speech, by focusing our analysis on a historical text whose vocabulary depicts the real suffering of the Algerian people from the repression of French colonialism. The objective of this analysis is to try to understand the role of the exploitation of the discourse of violence as testimony in the awareness of the learner of the 3rd year average. The analysis of the historical text revealed to us that this kind of discourse allows the FFL learner to better soak up his history and national identity.

Mid-Day Meals Programs in the School of Pokhara through Child Friendly School Manual

This study, titled “Assessing School Mid-Day Meals Programs in the Schools of Pokhara through Child-Friendly School Manual,” aimed to identify modalities and assess school facilities related to mid-day meals in both institutional and public schools. The research design employed was explanatory sequential. The population comprised schools, headmasters, and class five students, and a multistage sampling technique was utilized. Five diverse schools each from institutional (preprimary, primary, upper primary, secondary, and higher secondary) and public schools were randomly selected for comparison. During data collection, students were assured that their responses would be confidential, and teachers were not present in the classrooms to encourage free expression of opinions. The findings revealed that more than half of the students in institutional schools carried homemade lunches, while public schools provided meals in canteens. Observations indicated that insufficient seating in canteens resulted in students having to eat meals on the ground or in classrooms. Moreover, many schools lacked soap in wash bins, potentially impacting students’ hygiene, and health. It is recommended to improve school facilities related to mid-day meals in accordance with child-friendly school guidelines.

Handwork and Geometry in the Early Years: Curricular Movements (1890-2020)

Background: Research in the history of mathematics education makes it possible to identify the links between manual practices and the teaching of geometry in the early years since the insertion of the subject Handwork, at the end of the 19th century, to the present time. Objectives: Analyse the interconnections between manual practices and the teaching of geometry developed by the school culture of primary education in São Paulo, since the early Republic. Design: The curricular regulations of the state of São Paulo and the national guidelines – PCN and BNCC – and school manuals that circulated in each historical moment are mobilised together with the results of research already developed in the area. The documents were collated and analysed to produce an understandable and sustainable historical narrative, based on evidence and controls. Data collection and analysis: The study inventoried research results and analysed teaching programs in the State of São Paulo, national guidelines at the end of the 20th century, and school manuals from different periods. Setting and participants: The research sources are documentary, most of them available in the UFSC Digital Repository. Results: The documental examination indicated that manual practices actively participate in the school culture and cause changes, from time to time. Handwork change its status from a school subject to a geometry teaching methodology, intended for the early school years, which we observe to this day. Conclusions: This research concluded that the understanding of the historical perspective contributes to reflection on the current educational problems, on the debate about how to mobilise tools for geometry teaching, questioning the feasibility or not of handwork acting as an appropriate methodology for the first explorations of geometric properties.

Estudio bibliométrico del humanista Juan Andrés y la Escuela Universalista

The enlightened French are recognized in the history of scientific European thought appearing collected in school manuals. However, contemporary Spanish scholars of that time have been rescued for their intellectual height recently, since the 90s. Scientific production about the Universalist School is analyzed in the form of a bibliometric review, with special emphasis on the figure of Juan Andrés. Scientific articles are investigated in two databases of Web of Science and Dialnet. The results provide a sample of 51 articles in a range from 2001 to 2020 by 15 researchers, mostly national and male, highlighting Astorgano Abajo and Aullón de Haro. The articles are classified in Humanities works of the type of historical reconstruction and philological hermeneutics in Journals not only of Humanities, but also in those of Social Sciences. Mostly with a nature of character specialized in authors of this school or about specific issues. It is concluded that these themes have been scientifically consolidated by constancy, deepening, extension, quality, dissemination and by arousing an interest of a transdisciplinary nature.

Joseph Fielding Smith's Evolving Views on Race: The Odyssey of a Mormon Apostle-President

Joseph Fielding Smith's Evolving Views on Race: The Odyssey of a Mormon Apostle-President

Revision of the orthographic norm in the Bosnian language

There are three constitutional nations in Bosnia and Herzegovina: Bosniaks, Serbs and Croats who respectively speak Bosnian, Serbian and Croatian languages, and they are all standardized, i.e. guaranteed by the Constitution. However, that was not always the case. Namely, in 1954 (after the so called Novi Sad Agreement) the Bosnian, Croatian and Serbian languages, despite their separate historical, territorial and cultural flows, were incorporated into a hybrid, politically motivated language called Croato-Serbian / Serbo-Croatian. They were part of it until the dissolution of Yugoslavia when former member republics became independent states, and demanded their own standardized languages: Croatia Croatian, Serbia Serbian, and Bosnia and Herzegovina all three – Croatian, Serbian and Bosnian. During the war and in the few following years, standardizing works, which proscribe what is the part of standardized Bosnian language, were published in Bosnia and Herzegovina. The key role in that process was played by Alija Isaković who lists the specificities of the Bosnian language in his dictionary (Rječnik karakteristične leksike u bosanskome jeziku 1993; Rječnik bosanskoga jezika: karakteristična leksika 1995) – the same specificities which were unscientifically overlooked for almost a century, and which were, all the while, a part of the language practices in the vernaculars and literature of the people of Bosnia and Herzegovina. Those specificities will be insisted on by the first orthographic manual of standard Bosnian language, the first orthographic manual for schools, and after some time the first grammar of standard Bosnian language. The same tradition will be, more or less, continued in the dictionaries of the Bosnian language. A sudden shift occurred in 2017 when the second edition of the orthographic manual of Bosnian language was published in which the aforementioned specificities slowly disappear. This work shows where and how it happened with an aim to find out why it happened.

Bergson, Servant of Colonialism: Education and Empire in North Africa under the French Third Republic

How should we make sense of Henri Bergson’s praise of French colonialism? In this chapter, I examine his 1923 book review in which he claimed that the remedy to Muslim “indolence” was found in European civilization’s energy, effort, and action. Bergson drew not only on his own philosophy to justify the French imperial mission in North Africa. What he described as a “philosophy of colonialism” also took shape in the wider educational context of the French Third Republic. Using school manuals and unpublished letters, I show how Bergson’s early career as a civil servant was spent teaching a curriculum that mobilized the human sciences to rationalize French colonialism.

Forming of School Manual as a Scientific Problem in General and Special Psychopedagogy

School manuals have special place among the socio-cultural acquisition of the past, which are the kind of reflection of certain era, the level of knowledge, worldview and prevailing stereotypes in the field of education. The manual is a carrier of the content of education, definitions, storage of knowledge and methods of learning that is necessary in this society. The complexity of the manual, the richness of its types, structure, diversity of its content and functions define it as a valuable historical document, the research of which provides opportunities to study the features and patterns of development and formation of the manual in different historical periods and using modern manuals. The research of the history of school manual development begins with the establishment by scientists the fact of the manual origin, which historians associate with clay tablets on which the Sumerians placed manuals five thousand years ago. The formation of the pedagogical theory of the manual is associated with the idea that the manual was first defined as a special book created on the basis of pedagogical principles as one that implements a certain content of education.

Application status and improvement plan of Emergency Medical Management System in School Manual

목적 본 연구에서는 『학교에서의 응급의료 관리체계』 매뉴얼의 적용 실태와 문제점을 분석하여 개선방안을 마련하고자 한다. 방법 이를 위하여 관련 법령과 업무 매뉴얼 등을 분석하고, 새로운 부상 학생 병원이송 제도를 제안하기 위해 학교보건 및 응급처치와 관련된 선행연구, 업무 매뉴얼 등을 중심으로 문헌 연구를 하였으며, 학교 현장에의 적용을 위한 관련 법규와 정책 등을 검토하였다. 결과 『학교에서의 응급의료 관리체계』 매뉴얼을 학교 현장에서 적용함에 있어 ‘응급환자 신고 및 보고체계’에서는 최초발견자의 역할 한정, ‘응급환자 이송’에서는 위급하지 않은 환자의 병원이송 민원 발생 가능성 등의 문제점들이 파악되었다. 결론 『학교에서의 응급의료 관리체계』 매뉴얼의 문제점 개선방안으로 응급상황 최초발견자의 구체적인 상황별 대처요령 탑재와 ‘환자이송반’ 역할 교직원의 권한 확대 등을 제안한다.

De los surcos a los libros. Representaciones sobre campo, familia e infancia en manuales escolares (Argentina, décadas 1940-1960)

This study aims to shed light on how countryside, family and rural childhood were represented in school manuals for the third to sixth grade of primary school from 1940-1960, in Argentina, where traditionally the rural aspect was touted as an inherent feature in multiple senses. The historical period in question is significant because it encompassed the political transformations that lead from the conservatism of the 1930s to Peronism (1946-1955), through a break with democracy and truncated developmentalist proposals. This allows us to suppose, a priori, that the pedagogical materials would have been tools for reinforcing certain concepts. Based on a qualitative approach, a critical analysis of the frequency and tone of the appearance of rural scenarios, activities and subjects in the texts and images of primary sources was carried out. This analysis revealed certain recurrent topics linked to the countryside and rural life that were configured based on opposition. Rural childhood, initially scarcely portrayed, would progressively begin to appear. However, it was often shot through by various traditional characteristics that served to retain the infant subject at the periphery of an androcentric and adult-centered rural story.

Aritmética para o ensino comercial: um estudo a partir de manuais escolares

At the beginning of the 19th century, with the arrival of the Royal family in Brazil, D. Joao VI saw the need to encourage the emergence of an environment conducive to the formation of an elite capable of providing the administrative staff of the new seat of the imperial government and train professionals. To this end, different institutions were created for public administration, such as Banco do Brasil and for education such as military academies, aimed at higher education. In addition to the primary education that worked in “reading, writing and counting” classes and secondary education classes, there were also other classes in Brazil for professional education, such as arts and crafts courses and classes for men who knew how to read, write and calculate, in order to qualify traders in the main commercial plazas in the country. Created in the similarity of the Lisbon class, the Aula de Comercio began to operate in Brazil from 1809 under the jurisdiction of the Junta de Comercio, Agricultura, Fabricas e Navegacao. Commerce classes were created in Rio de Janeiro, Salvador and Recife. Regarding the contents studied, topics of Mathematics, geography, bookkeeping and political economy were present. The main reference for the teaching of mathematics was Bezout's book Elementos de Arithmetica, used in Portugal and Brazil. However, other books began to be written, especially after the 1846 reform. This paper aims to discuss the contents of Arithmetic present in didactic manuals for the instruction of traders who circulated in Rio de Janeiro in the first half of the 19th century. There are two commercial Arithmetic books that circulated at the time, namely Tratado de Arithmetica Commercial by Paulo Perestrello da Câmara and Arithmetica Elementar Commercial de Joao Guilherme Kottinger by Joao Guilherme Kottinger, published respectively in 1846 and 1847, after the reforms in Aula de Comercio in Rio de Janeiro. The knowledge of the contents proposed in the didactic works highlighted in this work, helped to understand the role of Arithmetic in the scope of training of trade professionals in the early 19th century and the use of this knowledge in the practice of traders. We found that many of the contents exposed in the works of Artithmetic have similarities with the commercial Arithmetics published since the Middle Ages. What is perceived is that the contents of these works are closer to the practical contents necessary for commerce than to teaching from Bezout's book. Examples of these contents are simple and compound interest; discounts and rebates; company and league rules; calculation of annuities and amortization; national and foreign weights and measures; exchange rates among others. The rules presented seek to cover the entire system that involves a negotiation: the organization of the company and how profits and dividends are managed in a company; in which currency the commodity is traded; interest or discounts on products; what are the conditions for trading to yield more profit and less loss; the forms of guarantee for the goods to reach their destination, the price to be charged for transportation, among other aspects. Thus, it is expected that, from the study of school manuals, there will be a greater approximation from the historical point of view about the knowledge of Arithmetic and the school culture present in the Commercial Classes, during the first decades of the 19th century.

Non pensare a un inetto. Esperimento sveviano

It would seem that the theme of ineptitude has become an essential feature in any analysis of Italo Svevo’s works among literary critics and in school manuals alike. While it is part of his success as a novelist, overly focusing on such a theme has resulted in a sort of interpretive stagnation which has interfered with the exercise of decodifying his work. As happens with any label that is overused or abused, the issue is not merely how to free oneself from it, but rather how to put it to the test within different contexts. This essay seeks to conduct an experiment in such a direction, aiming to move the question regarding the semantics of ineptitude from the traditional philosophical and existential context (vast and at times nebulous) to two specific areas, i.e. rhetoric and medicine.

Los enemigos de la patria. La representación del otro durante la Guerra Civil Española en los textos escolares del fascismo italiano (1936-1943)

The Spanish Civil War (1936-1939) was a battlefield that, although it developed nationally, had a scope and participation that crossed the borders of Spain. The rebel side enjoyed the help of two foreign powers in challenging the Second Republic: Nazi Germany and Fascist Italy. It would be precisely the latter that would invest a greater economic and logistical effort, due to how Mussolini saw in Spain a possible Mediterranean ally, one akin to his model of Italian fascism. The present investigation attempts to discover how the enemy – in this case the Republican side – was represented in the school textbooks of the last years of the Duce's dictatorship in Italy. The texts were consulted in the Centro di documentazione e ricerca sulla storia del libro scolastico e della letteratura per l’infanza - Museo Paolo e Ornella Ricca of the Università degli Studi di Macerata (Italy). The results show how the school manuals of the time, in subjects such as history, readings, geography or patriotic teachings, reflected an image of the republican side associated with tyranny, demonizing their intervention in the warlike conflict with narratives that exalt violence and anti-Catholicism and identifying them with Soviet communism and anarchy.

Deporte, publicidad y marcas en los libros de texto de educación física

El marquismo se caracteriza por un consumo irreflexivo y desmedido, guiado por la exhibición de marcas, símbolo de prestigio e identificación con los grandes agentes mediáticos, entre ellos las figuras deportivas. El objetivo de este estudio fue identificar la presencia de publicidad encubierta y marcas en los libros de texto de Educación Física en España. Este aspecto compromete las finalidades del sistema educativo con respecto al consumo responsable. El estudio fue descriptivo y llevó a cabo un análisis de contenido de 6.773 fotografías. Se realizó un análisis univariante y bivariante y se aplicó el test χ2, con una confianza de 95%. El porcentaje de fotografías con presencia de marca en los libros de Educación Física indicó una falta de atención a este fenómeno por parte de la institución educativa. Los libros reprodujeron el sistema de marcas y el patrocinio deportivo en sus fotografías. La presencia de marcas en los atuendos deportivos contribuye al fenómeno del marquismo en el alumnado. Las señas de identidad que encuentran los estudiantes en los libros de texto se vinculan con personas competitivas, que forman parte de la élite, visten ropa de marca y lucran con el patrocinio deportivo, independientemente de la ética comercial de la empresa patrocinadora. Así, los manuales escolares contribuyen a intereses comerciales privados.

Pelos manuais escolares, (um)a história contada entre o currículo e a Educação Histórica

Curricular studies have shown a growing interest in the study of school manuals, embracing a general criticism of such educational resource, traditionally associated with dynamics of reproduction of social stereotypes and to an hegemonic and monocultural understanding of knowledge, and concerted with an existing homogenized tendency.Thus, the main goal of this essay is to present a reflection about the role of the school manual in the pedagogical and didactic dynamics of the contemporary (History) classes and, simultaneously, hint at some structural lines that that resource could follow, if conceived as another contribution for the development of student’s skills in historical thinking.

A síntese como género escolar transdisciplinar

A síntese é um género textual cujo domínio se revela fundamental para o desempenho de tarefas socioprofissionais e académicas. A sua apropriação não é feita de forma espontânea, mas decorre essencialmente da aprendizagem formal, em contexto escolar, sobretudo no ensino secundário, nomeadamente na disciplina de Português. Neste artigo apresenta-se uma reflexão sobre a didatização do género textual síntese, focando-se o funcionamento social do género e a sua transposição didática nos programas curriculares do ensino secundário e em manuais escolares de Português. Por fim, apresentar-se-ão algumas propostas de didatização do género, assentes em três pilares: observação/análise de textos autênticos; produção textual regulada pelas características do género; reflexão metalinguística.

Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives

ABSTRACT Gender-normative discursive representations in textbooks could have deleterious impacts on pupils’ gender identity development. This study sets out to explore the discursive construction of femininity and masculinity in anthology textbooks for primary education and scrutinize children’s sense-making of gender-normative discourses. Grounded in a poststructuralist theorization of gender and Connell’s [(1995). Masculinities. Oxford: Blackwell] theory of masculinities, this qualitative study employs a Feminist Critical Discourse Analysis (FCDA) to explore the discursive positioning of femininity and masculinity in school manuals. Additionally, semi-structured group interviews were conducted in two Athenian elementary schools with 40 boys and 40 girls, aged 8–10 years old. The findings revealed that, in addition to androcentrism, textbooks were overwhelmingly defined by emphasized femininity and hegemonic masculinity discourses. Analyses of pupils’ accounts demonstrated that the children negotiated normative discourses in idiosyncratic ways, and that boys were less prepared than girls to subvert the anachronistic discourses of gender promoted by textbooks. It was also found that the mother’s employment status may exert a broadening influence on pupils’ understanding of gender.

Altgriechische Brieftheorie in der Renaissance: Characteres Epistolici von Pseudo-Libanios in lateinischen Übersetzungen des 16. Jahrhunderts

Ancient Greek epistolary theory played an important part in the coming to be of ars epistolandi of the Renaissance. The reception of Greek letter-writing manuals in the Latin literature of the 15th — 16th cc. remains largely unstudied. This paper analyses seven 16th c. Latin translations of “Epistolary Styles” of Pseudo-Libanius / Pseudo-Proclus (abbr. PL), five surviving in printed editions and two in manuscripts. The study aims at generalising on the working principles of translators and voicing possible intentions behind their work. The methods of the translators are very different: the earliest translation by Pontico Virunio is extremely literal. Other translators (e.g. Wolfgang Winthauser) treat the original more freely, sometimes transforming and supplementing the text to clarify the meaning and add rhetorical flourish. Unlike other translators, John Sambucus completely rearranges the treatise: he transforms its structure and distributes the types of letters into five genera. This classification, dating back to Aristotle, is present in some 16th c. Latin manuals, including that of Erasmus. Probably Sambucus introduces this system in order to harmonise the ancient treatise with modern epistolary theory. The classification is repeated in an additional table on letter types, where Sambucus includes 23 types absent from the main text of PL. Their origin is discussed in the article. The methods of translators and the content of 16th c. collections, which include PL translations, indicate that the ancient treatise was translated and published primarily as a school manual. It probably functioned as a link between grammar and rhetoric and introduced the student to more extensive contemporary manuals, for example, Erasmus’ treatise.

Galindians Across the Vastness of Europe: Archaeology, History, Linguistics

[article in Lithuanian; only abstract and key words in English]
 The supposition that the Galindians could take part in the Migration Period are being accepted as the scientific truth in Lithuania and associated mainly with the name of the Russian scholar V. Toporov. Although traces of the Galindian migrations are not found, Toporov’s main concepts were completely adopted by E. Jovaisha in his books and school manuals. The article regards the history of this question and its argumentation. The main focus of the paper is the methodology used by V. Toporov, and a systemic examination of all relative facts. During 1977–1983, the scholar published two theses and three small articles, which were all devoted to the Galindians. Yet his handling of the subject was somewhat unexpected. Before that, in 1972, V. Toporov published two substantial works, devoted to the toponymy of the Moscow region: any traces of the Galindians were absent there. It is possible to state that all aspects of the Galindian problematics were adopted by V. Toporov from another substantial work, written by V. B. Vilinbachov and N. V. Engovatov (1963). In many aspects, it would later become a starting point of his crackpot ideas. 
 Traditionally, scholars relate the Galindians to the archaeological Bogaczewo culture. Its remains are located in the vicinity of the Mazurian Lake District, where the West-Baltic tribe was placed by Ptolemy (c. 100– c. 170 AD) and Peter of Dusburg († after 1326). A mass migration of a small tribe is unbelievable due to its very restricted economic and human potential. In historical records, the name Galindians is absent except for the mentions above. The so-called Eastern Galindians (люди Голѧдь – the people Goliad’) are certainly mentioned in the Russian chronicles only once, on 1147. However, the word Голѧдь in this context possesses some other meaning, while the word people (люди) is never being used with any ethnonym. Attempts to establish a connection between the Moshchin culture with the Goliad’ on Protva of the Russian chronicles are also unacceptable. We can mark a significant chronological gap of about five centuries between them, and the absence of any obvious archaeological monuments of the Goliad’ at the beginning of the second millennium.The conceptions of the Galindians by V. Toporov are not homogeneous. The conclusions he came to contradict one another: in one article he postulates a Great Galindia from the Moscow region to the Prussian lands, in another – huge Galindian migrations over the whole of Europe. His declarations about the simultaneous Galindians migrations with the Visigoths, Vandals, Burgundians, Lombards, as well as their migration to the Moscow region are certainly improbable or even absurd. V. Toporov’s assumption of Galindians migration with the Visigoths was based purely on the presumption that there was a warrior named Galindo among the Goths. This assumption was found to be false, as studies of Gothic prosopography discovered that such a Gothic name was absent. The name Galindo appeared much later and originated in one Frankish region; moreover, G- in Galindo was a Vulgar Latin hypercorrection of the initial Germanic W-.Thus, the migration ideas of the Galindians by V. Toporov and his followers have no historic, archaeological or linguistic grounds. They are only based on the affluent and fantastic misinterpretations of the anthroponomical and toponymic forms, collected by him. In many respects these forms are completely different. They were taken from various languages; originate from various territories that are extremely distant from one another, and known from different times. They only partially and often very distantly resemble the ethnonym Galindian.