History of Education in Modern and Contemporary Europe: New Sources and Lines of Research

Autor/in	Sani, Roberto
Titel	History of Education in Modern and Contemporary Europe: New Sources and Lines of Research
Quelle	In: History of Education Quarterly, 53 (2013) 2, S.184-195 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	/10.1111/hoeq.12018
Schlagwörter	Educational History; Foreign Countries; Educational Trends; Trend Analysis; Womens Education; Boarding Schools; Religious Education; Higher Education; Elementary Secondary Education; Vocational Education; Comparative Education; Females; School Culture; Catholics; Churches; Nationalism; Patriotism; Cultural Awareness; Role of Education; Publishing Industry + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Ausland; Bildungsentwicklung; Trendanalyse; 'Women''s education'; Frauenbildung; Boarding school; Internat; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausbildung; Berufsbildung; Vergleichende Erziehungswissenschaft; Weibliches Geschlecht; Schulkultur; Schulleben; Katholik; Church; Kirche; Nationalismus; Patriotismus; Cultural identity; Kulturelle Identität; Bildungsauftrag
Abstract	The "Partial Agenda for Modern European Educational History" proposed by Albisetti focuses primarily on the nineteenth century, and on some large-scale trends and issues, such as those relating to education and secondary instruction for women. Discussing this issue implies--especially in the diverse and heterogeneous context of Europe--an extension of the investigation to other segments of education (primary, university) and the array of secondary level educational institutions for women, such as schools, boarding schools, colleges, girls' religious boarding schools or "educandati," etc. It implies, moreover, the need to take into account vocational secondary educational paths (industrial, technical-commercial colleges, etc.) as well as those intended to enable women to progress to higher and university education. This author states that, given the chance to "live forever and pursue the research agenda sketched by Professor Albisetti," he would focus on a topic of great interest in Europe--far more than in the United States--the effects of the religious dimensions, with particular reference to Catholicism, in determining educational models, shaping curriculum as well as school organization, and influencing instruction and cultural transmission. In other words, he would explore closely the pedagogical and educational implications which stemmed from the following conceptual polarities: religious/laical; authority/freedom; and education as self-control/education as personal liberation. The path which has been marked here is destined to be developed not only on a theoretical level as on the plane of the concrete genesis of modes and forms that schooling has assumed over time in Europe, both in countries that remained Catholic following the Reformation, and in those which slipped into the Protestant orbit between the sixteenth and seventeenth centuries. This research aims at uncovering our roots and revealing who we are, a special place halfway between the social history of schooling and the history of mentality and cultural processes. (Contains 30 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10