Ambiguous Missionaries: Rural Teachers and State Facades in Guerrero, 1930-1950

2006 ◽  
Vol 22 (2) ◽  
pp. 331-360 ◽  
Author(s):  
Paul Gillingham
Keyword(s):  
State Formation ◽  
Political System ◽  
History Of Education ◽  
Rural Teachers ◽  
State Expansion ◽  
History Of ◽  
Bureaucratic State ◽  
Ideological Construction

This article analyses the role of rural teachers in state formation in Guerrero, from revolutionary reconstruction through Cardenista reform projects to the dawn of the postrevolutionary political system. It examines the ideological construction of the maestro rural as a reformist opponent of caciques and the poverty they were held to perpetuate; traces the cacical practices of many teachers in Guerrero; and questions teachers' efficacy as agents of rational/bureaucratic state expansion. In conclusion, the author considers the relevance of the history of education in Guerrero to broader assessments of education and state formation in modern Mexico. Este artíículo analiza el papel de los profesores rurales en la formacióón estatal en Guerrero, desde la reconstruccióón revolucionaria a travéés de la reforma cardenista, hasta el inicio del sistema políítico postrevolucionario. Examina la construccióón ideolóógica del maestro rural como un opositor reformista de caciques y la pobreza que estaban sometidos a perpetuar; traza las práácticas cacicales de muchos profesores en Guerrero; y cuestiona la eficacia de los maestros como agentes de expansióón estatal racional/burocráática. Para concluir, el autor considera la relevancia de la historia de la educacióón en Guerrero para ampliar la valoracióón de la educacióón y formacióón estatal en el Mééxico moderno.

A Centennial History of the American Society of Mechanical Engineers: 1880-1980

1980 ◽  
Author(s):  
Bruce Sinclair
Keyword(s):  
New York ◽  
Progressive Era ◽  
Political System ◽  
City Government ◽  
American People ◽  
Engineering Problems ◽  
History Of ◽  
American Society ◽  
Technical Question

In 1980 the American Society of Mechanical Engineers celebrates the centenary of its founding. The occasion has provided an opportunity for the Society to look back and survey its accomplishments, its distinguished members, and its constant dialogue — among its members and with the American people — concerning the role of engineering in a technological society. The dynamic tensions within the ASME make a fascinating background to this centennial history. The central role of the Society’s headquarters in New York is examined the light of various movements for regional and professional sections within (and occasionally outside) the Society. The technical question of standards is shown to be a constant and creative problem for members — reflecting their attitudes towards their role in a political system often reluctant to enforce nation-wide standars in business and industry. From the Progressive Era, and its attempts to reform city government and check the power of private utilities, to the 1970s and its renewed concern with ecology and business ethnics, the Society has provided a microcosm of informed debate about technical engineering problems which — as this book makes clear — concerns us all.

Education and the Postmodern Subject in Neoliberal Society and the Possibilities of Emancipation by Paulo Freire’s Pedagogy

2021 ◽  
Vol 23 (4) ◽  
pp. 52-76
Author(s):  
Ronnie Peter Pereira Zanatta ◽  
Maria Sara Lima Dias ◽  
Nestor Cortez Saavedra Filho
Keyword(s):  
History Of Education ◽  
Theoretical Frameworks ◽  
Educational Legislation ◽  
Capitalist System ◽  
Humanist Education ◽  
Data Collection And Analysis ◽  
Company Culture ◽  
History Of ◽  
Fredric Jameson

Background: In a society increasingly marked by the logic of contemporary capitalism, education becomes an instrument for the reproduction of alienated labour forces. Objectives: To provide an overview of the characteristics of subjectivity and attitudes of the postmodern subject based on the studies of Fredric Jameson and David Harvey; unveiling the development of techniques for producing more effective ways of subjecting the company culture to neoliberal rationality described by Pierre Dardot and Christian Laval and their influences on the formation of contemporary identities; reflect on the role of education, in particular of scientific education, in overcoming the state of alienation brought about by the capitalist system of neoliberal societies. Design: Articulation between exploratory and bibliographic research, articulated with the theoretical frameworks of Paulo Freire’s critical theory and pedagogy.  Settings and Participants: Given the typology of the research carried out, articles, books and documents about the capitalist system in neoliberal societies, the educational legislation and Paulo Freire’s pedagogy. Data Collection and analysis: Critical reflection on the texts consulted and included in the research. Results: There is a relationship between the subjects constituted from the marketing logic and the role of the school as a reproducer of mechanisms of subjugation to the hegemonic capitalist system; there is also the business and industrial influence in the development of educational policies throughout the history of education. Conclusions: As a possibility of transforming this scenario of alienation from the educational system to hegemonic power, the Freirean conception of emancipatory critical humanist education is presented, in addition to the reproduction of capitalist logic, based on the awareness of subjects based on dialogical pedagogy and the appropriation of the scientific knowledge as a transformer of reality.

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.

Karl Haushofer as a “Pioneer” of National Socialist Cultural Diplomacy in Fascist Italy

2019 ◽  
Vol 52 (03) ◽  
pp. 424-449
Author(s):  
Nicola Bassoni
Keyword(s):  
Political System ◽  
Cultural Diplomacy ◽  
Global Dimension ◽  
Point Of View ◽  
National Socialist ◽  
Political Activities ◽  
History Of ◽  
Political Model

AbstractThe relevant historiography has largely overlooked the role of Karl Haushofer as a cultural-political actor in National Socialist-Fascist relations. From 1924 to 1944, the German geopolitician dealt extensively with Italy, with an eye to both its geopolitical role in Europe and to the political system of Benito Mussolini's regime. On behalf of Rudolf Hess, he began visiting Italy during the 1930s, aiming to overcome ideological and political misunderstandings between Rome and Berlin. He established a network of contacts with Italian scholars and politicians, passed information back to the so-called deputy Führer, and attempted to influence official German policy toward Italy. He eventually promoted the development of an Italian geopolitics, and, in so doing, achieved one of the most significant cultural-political transfers from National Socialist Germany to fascist Italy. This article analyzes the contacts between Haushofer and Italy, both his political activities and his geopolitical theories. It is a case study of a history of contradictions: a man committed to Pan-Germanist culture and to the defense of German minorities abroad, Haushofer also attempted to improve relations between Berlin and Rome. Moreover, he considered the Axis from a geopolitical point of view—as a realization of the European imperial idea—and from a trilateral perspective, i.e., he viewed Japan not only as an ally, but also as a cultural and political model. The reconstruction of Haushofer's relations with Italy is, therefore, an opportunity to rethink the antinomies, as well as the global dimension, of the National Socialist-Fascist alliance.

scholarly journals Tutor and Tutoring in the History of Education (to the Great French Revolution)

2020 ◽  
Vol 4 (1) ◽  
pp. 49-59
Author(s):  
Ludwik Szuba
Keyword(s):  
Roman Empire ◽  
French Revolution ◽  
History Of Education ◽  
Mutual Trust ◽  
Direct Relation ◽  
Social Transformations ◽  
The World ◽  
History Of ◽  
Ancient Mesopotamia

AbstractThe article aims at presenting the history of tutoring and the role of a tutor in one of the most significant educational concepts in the world starting with the ancient Mesopotamia, Egypt, China or the countries of Europe-Greece, Rome, England, Ireland, Kingdom of the Franks, the Roman Empire, France, Poland, Italy, ending with the immense social transformations sparked by the French Revolution. Throughout the centuries the role of tutors was of great significance since by staying in homes of their pupils not only did they educate but by the direct relation between a master and an apprentice, based on friendship and mutual trust, which initiated honest discussion, they influenced to a great extent the shaping of their pupils` personalities…

scholarly journals OS CAMINHOS DA EDUCAÇÃO FEMININA

2020 ◽  
Vol 13 (1) ◽  
pp. 79
Author(s):  
Antônia Rosa Almeida ◽  
João Bartolomeu Rodrigues ◽  
Levi Leonido Fernandes da Silva ◽  
Elsa Maria Gabriel Morgado
Keyword(s):  
History Of Education ◽  
Female Empowerment ◽  
Rural Environment ◽  
Social Force ◽  
The Past ◽  
Foundations Of Education ◽  
The Face ◽  
History Of ◽  
Entire Universe

Since man is a man, history has been responsible for showing the progress of life in society and, analyzing the foundations of education, one can understand the advances and setbacks in the segments that support it. One must remember the importance and meaning of education to realize it”s contribution to people in particular and to humanity in general. For women, education is a great example of building for citizenship. Female empowerment and its entire universe overlap with the history of education, with the infinite property through the consolidation of social struggles and female resistance to what was imposed by society. The march of women made the role of education multiply in the face of more varied realities, whether in the rural environment or in the urban environment, in the most different spaces. It is known that the motivation for the search for knowledge in the circumstances in which women lived in the past was decisive for being the provocateur of women's empowerment, because it is a right for all, in the journey of the whole social force, family, religion, politics, culture, and work. In what was proposed by the advent of the role in the life of women, it is perceived that the force linked to power, wanting to learn have become more accessible to women and this development throughout life marks the vicissitudes that education manifested in the life of each individual.

scholarly journals Education and State Formation Revisited

1994 ◽  
Author(s):  
Andy Green
Keyword(s):  
New Zealand ◽  
State Formation ◽  
Educational Development ◽  
History Of Education ◽  
Canadian History ◽  
Education Systems ◽  
National Education ◽  
National Education Systems ◽  
History Of

The origins of national education systems have constituted one of the chief preoccupations of educational historiography during the last twenty years and, latterly, state formation has offered one of the major explanatory paradigms. Versions of this approach have been developed in a number of studies of educational development in Australia, Canada, Sweden, Prussia, Britain, and elsewhere (Miller, 1986; Curtis, 1988; Melton, 1988; Boh, 1989; Green, 1990; Davey and Miller, 1990). Most of these originated in research begun in the early and mid-1980s, some ten years ago. The 1993 conference plenary of the Australian, New Zealand, and Canadian History of Education Societies thus offered an appropriate time and place to re-assess current directions of research in this field. 

The Role of Education in American History: A Memorandum for the Committee Advising the Fund for the Advancement of Education in Regard to This Subject

1976 ◽  
Vol 46 (3) ◽  
pp. 331-354 ◽  
Author(s):  
Richard Storr
Keyword(s):  
American History ◽  
History Of Education ◽  
Original Text ◽  
American Character ◽  
History Of ◽  
The 1950S

The author wrote this essay during the 1950s for the Ford Foundation's Fund for the Advancement of Education, which at that time was encouraging historians to take a fresh look at history of education. Intended to stimulate discussion within the Fund's Committee on the Role of Education in American History, the essay,here condensed, was never published. In his attempt to broaden the range of research concerns for educational historians, Professor Storr explored the meanings of education as it contributed to the making of the American character. The author was asked to add commentary, set here in italics to distinguish it from the original text. Storr's reflections arc as pertinent to scholarship today as they were to the revitalization of history of education twenty years ago.

scholarly journals Role of Technology in Enhancing Teaching and Learning in Cambodian Higher Institutions: Implication for Stakeholders

2019 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Nelli Antepli ◽  
Yusuf Suleiman ◽  
Hameed Olalekan Bolaji ◽  
Semiu Olawale Makinde
Keyword(s):  
Teaching And Learning ◽  
History Of Education ◽  
Multiple Roles ◽  
Learning Theories ◽  
Adequate Fund ◽  
Technological Tools ◽  
History Of ◽  
Adequate Provision ◽  
Higher Institutions

<p>This paper examined the role of technology in enhancing teaching and learning in Cambodian higher institutions and its implication for stakeholders. Evaluation of ICT models, emerging technologies and the learning theories related to technology were systematically reviewed. An overview of teaching and learning before the digital age with a particular reference to history of education and technology in Cambodia was examined while historical theories of educational technology such as constructivism, complexity theory, the pedagogy of nearness, heutagogy, and connectivism were highlighted. Furthermore, emerging technology integration models such as SAMR, TPACK, UDL models were examined including the multiple roles of the learner, educator and the audience in a connected age.Several strategies in which technological tools that can be used to enhance students’ learning were provided. Part of the Implication of the study includes adequate provision of power supply, computer laboratories and internet connectivity in Cambodian higher institutions should be paramount to government, private firms, philanthropists and NGOs so that students can appreciate technology and learn fast. Aside that, adequate fund should be given to the institutions to procure other necessary technology gadgets that can be used to promote learning.</p><p> </p><strong>Keywords: </strong>ICT Models, Teaching and Learning, Higher Institutions, Stakeholders, Cambodia

scholarly journals O lugar da arte no currículo escolar: uma análise dos Programas Experimentais para o Curso Primário e Pré-primário no Paraná (1950-1952)

Horizontes ◽  
2014 ◽  
Vol 32 (2) ◽  
Author(s):  
Rossano Silva
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Experimental Analysis ◽  
History Of Education ◽  
School Curriculum ◽  
The State ◽  
Theory Of Practice ◽  
Art Teaching ◽  
History Of

ResumoO presente artigo explora o papel dado a arte nos Programas experimentais para o Curso Primário e Pré-primário, implantados no Estado do Paraná pelo educador paranaense Erasmo Pilotto. O recorte da pesquisa explora os anos de 1950 a 1952, período que corresponde à atuação do intelectual no cargo de Secretário Estadual de Educação e Cultura do Paraná. Nessa posição, Pilotto pode aliar as ações realizadas no campo educacional e artístico, integrando a arte e a educação e enfatizando o papel da primeira no que chamou de formação de uma cultura geral da criança e do professor, concepção que foi tônica de suas propostas pedagógicas, sistematizada em diversas obras escritas entre as décadas de 1940 e 1980. Para alcançar os objetivos propostos, esta investigação se apoiará na teoria praxiológica de Bourdieu que permitirá analisar a interação das ações de Pilotto nos diferentes campos: educacional, artístico e político.Palavras Chave: História das Práticas Educacionais; História da Educação; Ensino de Arte; Currículo Escolar.The place of art in school curriculum: an experimental analysis of programs for pre-primary education in primary at Paraná (1950-1952) Abstract This article explores the role given to Arts in experimental programs for Primary and Pre-Primary school courses, developed in the State of Paraná by the Paraná’s educator Erasmus Pilotto. This research pictures the period of 1950 to 1952, which corresponds to Pilotto’s action as Paraná’s Secretary of State for Education and Culture Affairs. In this position, Pilotto could combine activities in both educational and artistic fields by emphasizing the role of Arts in the construction of children and teacher general culture, conception that was the main focus of his pedagogical proposals, presented in several of his works written during the years of 1940 to 1980. To achieve its proposed objectives, this investigation will rely itself in the Bourdieu's theory of practice that will allow an analysis of the interaction from Pilloto’s actions in many fields such as: educational, artistic and political. Keywords: History of Educational Practices; History of Education; Art Teaching; School Curriculum.

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