Literaturnachweis - Detailanzeige
| Autor/in | Scribner, Campbell F. |
|---|---|
| Titel | Philosophical and Historical Perspectives on Student Boredom |
| Quelle | In: Educational Theory, 69 (2019) 5, S.559-580 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-2004 |
| DOI | 10.1111/edth.12387 |
| Schlagwörter | Psychological Patterns; Textbooks; Educational History; Philosophy; Student Interests; Social History; Children |
| Abstract | In this article, Campbell Scribner applies insights from history, philosophy, and reader theory to marginal inscriptions in nineteenth-century textbooks, providing a conjectural explanation of student boredom during the period. He contends that boredom was a dialectic and contingent experience, based on shifting notions of childhood and education, in which students navigated between public and private space and between spontaneity and convention. Ultimately, Scribner concludes, despite difficulties in documentation, that boredom constituted a crucial element of children's self-education. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
