History of Education in the Mechanical Engineering Department, The University of Tokyo : Education in Mechanical Engineering

1978 ◽  
Vol 81 (710) ◽  
pp. 62-69
Author(s):  
Kaoru HONGO
Keyword(s):  
Mechanical Engineering ◽  
History Of Education ◽  
Engineering Department ◽  
History Of ◽  
The University

Roman Catholicism in the University of Cambridge: St Edmund's House in 1898

2008 ◽  
Vol 59 (4) ◽  
pp. 697-713 ◽  
Author(s):  
W. C. LUBENOW
Keyword(s):  
History Of Education ◽  
Roman Catholic ◽  
Roman Catholicism ◽  
Cambridge University ◽  
University Of Cambridge ◽  
University History ◽  
History Of ◽  
The University

The question in 1898 of the recognition by Cambridge University of St Edmund's House, a Roman Catholic foundation, might initially seem to involve questions irrelevant in the modern university. It can, however, be seen to raise issues concerning modernity, the place of religion in the university and the role of the university itself. This article therefore sets this incident in university history in wider terms and examines the ways in which the recognition of St Edmund's House was a chapter in the history of liberalism, in the history of Roman Catholicism, in the history of education and in the history of secularism.

scholarly journals Primeras jornadas sobre patrimonio histórico educativo “Pensar y sentir la escuela”

2013 ◽  
pp. 142-150
Author(s):  
Mtra. Martha De Jesús Portilla León
Keyword(s):  
School Culture ◽  
History Of Education ◽  
Present Review ◽  
Heritage Education ◽  
History Of ◽  
Historical Heritage ◽  
Cultura Escolar ◽  
The University ◽  
The City

La reseña que presento aborda los contenidos expuestos acerca de la cultura escolar y el patrimonio histórico educativo durante las Primeras Jornadas sobre Patrimonio Histórico Educativo realizadas en la ciudad de Zamora, España. Este evento fue convocado por la Universidad de Salamanca, campus Viriato, bajo la coordinación del Centro Museo Pedagógico (CEMUPE) y reunió a algunos de los más destacados especialistas en el campo de la Historia de la Educación en España. Las ponencias que se presentaron sirven de referente teórico para los trabajos en torno a los cuadernos escolares, la cultura material e inmaterial de la escuela y los museos pedagógicos.AbstractThe present review discusses the contents on school culture and historical heritage education exposed during the First Conference on Historical Heritage Education held  in the city of Zamora, Spain. This event was organized by the University of Salamanc, Viriato campus, under the coordination of the Pedagogical Museum Center (CEMUPE) and brought together some of the leading specialists in the field of History of Education in Spain. The papers presented provide a theoretical reference for the work around school exercise books, the tangible and intangible culture of the school and pedagogical museums.Recibido: 14 de noviembre de 2012Aceptado: 28 de noviembre de 2012

The Colonial Experience in Education: Historical Issues and Perspectives. Edited by ANTONIO NÓVOA, MARC DEPAEPE, ERWIN V. JOHANNINGMEIER. (Pedagogica Historica: Supplementary Series, Vol. 1.) Gent: CSHP, 1995. Pp. 382. Belg. Fr. 1200 (ISSN 0030-9230; ISBN 90-800947-3-6).

1997 ◽  
Vol 38 (1) ◽  
pp. 123-177
Author(s):  
JOHN D. HARGREAVES
Keyword(s):  
History Of Education ◽  
Special Issue ◽  
International Conference ◽  
Supplementary Series ◽  
Colonial Experience ◽  
History Of ◽  
The University ◽  
Historical Issues ◽  
Selection Of

This special issue of Pedagogica Historica, a journal published from the University of Gent, presents a selection of eighteen papers from an international conference on the history of education held in Lisbon in 1993. The texts are in English and French, although there are no contributors from France or Britain. The contributions deal with general themes and European backgrounds as well as colonial experience. Six which relate to Africa will be briefly described here.

Because It's Good for You: An Argument for History of Education in Liberal Education

2014 ◽  
Vol 54 (1) ◽  
pp. 98-102 ◽  
Author(s):  
Karen Graves
Keyword(s):  
Secondary School ◽  
Liberal Education ◽  
History Of Education ◽  
The United States ◽  
University Of Illinois ◽  
First Semester ◽  
Social Foundations ◽  
History Of ◽  
The University ◽  
Educated Person

Whatever we determine a good education to be, and a well-educated person to be, our teachers should be that and no less—not because they are teachers but because they are persons.“This is what college is supposed to be like!” That is what I thought before I was too far along in my EPS 201 course, “Social Foundations of American Education,” at the University of Illinois. I was a transfer student, and it was my first semester at the university. The professor was Paul Violas and my teaching assistant (TA) was Steve Tozer; the course was a survey of the history of education in the United States. I recall one day we had a guest lecture by Professor James Anderson, who drew material from a new book he was working on. What we learned in EPS 201 was substantial. It was, far and away, the most meaningful course in my undergraduate education. It was, also, the most significant preparation I had as a secondary school mathematics teacher.

scholarly journals Introduction to Michael B. Katz 2015 SSHA Memorial Session

2017 ◽  
Vol 41 (4) ◽  
pp. 757-760
Author(s):  
Harvey J. Graff
Keyword(s):  
Social History ◽  
Graduate Student ◽  
History Of Education ◽  
British History ◽  
First Year ◽  
University Of Toronto ◽  
History Of ◽  
The University ◽  
Young Professor

I first met Michael Katz on a clear, cool autumn afternoon in 1970. I was an uncertain first-year graduate student at the University of Toronto intending to complete a doctorate in British history with a project on antisocialism. Feeling confused, anxious, and unsatisfied by my courses, I began to share my concerns with fellow students. One of them, who became a lifelong friend (and editor), suggested that I contact that “young professor up the street” in history of education at the Ontario Institute for Studies in Education who worked in the new social history. Having read Thernstrom, Tilly, E. P. Thompson, Eric Hobsbawm, Barrington Moore, and so forth, in a senior honors seminar, I drew up my courage and went to meet Michael.

Editor's Farewell

2006 ◽  
Vol 46 (2) ◽  
pp. 155-161
Author(s):  
Richard J. Altenbaugh
Keyword(s):  
Charles Dickens ◽  
History Of Education ◽  
Scholarly Journal ◽  
Scholarly Writing ◽  
Graduate Course ◽  
University Of Pittsburgh ◽  
Two Cities ◽  
History Of ◽  
The University

It was the best of times, it was the worst of times… . Charles Dickens, A Tale of Two Cities (1859)Don T . Martin introduced me to the History of Education Quarterly (HEQ) in my first history of education graduate course at the University of Pittsburgh (Pitt) in 1972. HEQ seemed to be revered there. I soon found out why. This scholarly journal had originated at Pitt under the editorship of Ryland W. Crary. Ry (as we called him) became another of my mentors at Pitt. In his trademark urbane and sophisticated style, he taught me much about scholarly writing and social grace. A signed and treasured copy of the first issue of the Quarterly still resides on a bookshelf in my study.

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