scholarly journals MAPPING THE MUSEOLOGY OF EDUCATION IN SPAIN: AN EXAMINATION OF WHERE THE ISSUE CURRENTLY STANDS

2018 ◽  
Vol 22 (55) ◽  
pp. 293-313
Author(s):  
Pablo Álvarez Domínguez
Keyword(s):  
History Of Education ◽  
Research Area ◽  
Historical Research ◽  
Educational Science ◽  
The Past ◽  
Research And Teaching ◽  
History Of ◽  
The Relationship

Abstract In the past two decades, the museology of education in Spain has been one of the most attractive, productive avenues of educational historical research. With new focuses, education museums have come to be understood as essential resources for research and teaching in this area. A study of the relationship between the Museology of Education and History of Education offers a field of research which feeds into the study of Spain’s historical educational heritage. This article approaches the Museology of Education as the most promising research area for historiographers of education in Spain. From the very start, it sets out the main actions, activities and projects in museology taking place in the country, which demonstrate how historical educational science has taken ethnohistory in a new direction.

scholarly journals What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research

2021 ◽  
Vol 22 ◽  
Author(s):  
Johannes Westberg
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
History Of Education ◽  
Historical Research ◽  
Main Argument ◽  
Short History ◽  
The Past ◽  
History Of

Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.

Consensus and Revisionism in Educational History

2019 ◽  
pp. 17-32
Author(s):  
Gary McCulloch
Keyword(s):  
History Of Education ◽  
The United States ◽  
Past Century ◽  
Historical Interpretation ◽  
Educational History ◽  
Historical Revisionism ◽  
The Past ◽  
History Of ◽  
Education And Social Change ◽  
The Relationship

Historical interpretation is subject to change, a process often described as revisionism. This chapter distinguishes between a basic form of revisionism that changes or erases the past with no respect for evidence and a “historical revisionism” that has developed over the past century to build on, revise, or challenge previous accounts of the past. Historical revisionism is discussed with reference to changing historiographical approaches. It has become central to research in the history of education, for example in the United States and Britain. A broad consensus has been established in the history of education to explore the relationship between education and social change, although this has itself led to fresh debates over the nature of this relationship. These general historiographical developments in the history of education have played themselves out in different nations and regions, albeit at their own pace and at different times.

scholarly journals Notions of Nature, Notions of Humanity

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Rebecca Hicks
Keyword(s):  
Environmental History ◽  
Historical Research ◽  
Political Beliefs ◽  
The Past ◽  
Historical Factors ◽  
Exciting Opportunity ◽  
History Of ◽  
Social Environmental ◽  
The Relationship ◽  
Historical Practice

The history of Canadian parks systems, within the realm of environmental history, has been deeply affected by contemporary social, environmental, and political beliefs. The rhetoric of human domination over nature and the inherent separation of the two was entrenched throughout historical works on Canadian parks in the early to mid- twentieth century. The liberalization of history within the past forty years has served to shift this trend. The inclusion of scientific knowledge in historical research, the limitation of past prejudices and biases concerning nature and humanity, and the questioning of political policies affecting nature have aided in the growth of a body of historical research and interpretation that questions past perceptions of the natural. The historiographical exploration of parks history offers researchers an exciting opportunity to identify historical factors impacting the practice of environmental history while also discerning and encouraging future trends in environmental history. Using recent historical publications on Canadian parks history as examples, this paper seeks to both uncover the historical factors impacting past historical practice and acknowledge the major philosophical and practical shifts in historical practice that have fostered an exciting new body of work in environmental history. In questioning what it means to be human, what it means to be Canadian, and what the relationship between humanity and nature is and can be, increasingly nuanced historical work offers readers and historians new realms of exploration – both philosophically and practically.

Gendering the History of Education

2019 ◽  
pp. 354-371
Author(s):  
Lucy E. Bailey ◽  
Karen Graves
Keyword(s):  
History Of Education ◽  
Historical Research ◽  
Gender History ◽  
Educational History ◽  
Research And Teaching ◽  
Academic Labor ◽  
History Of ◽  
And Gender ◽  
Material Conditions ◽  
Radical Intervention

Gendered analysis has enacted a radical intervention in educational history through highlighting women’s roles and experiences, exploring gendered educational forces, institutions, practices, and policies, and expanding theories and methodologies. The field encompasses women’s, feminist, and gender history and diverse sites and periods of study. Although distinct in central concerns and emphases, these approaches continue to overlap, intersect, or unfold concurrently in practice, creating productive tensions that shape the field. The perspective of how the field is gendered depends in part on how its boundaries are drawn. This is both a theoretical and a methodological matter and, for many gender scholars, also a political one. The reach and production of gendered historiography is inevitably uneven, shaped by disciplinary identities, material conditions of embodied academic labor, and the uneven availability of resources to support historical research and teaching.

Zum Einsatz von Definitionen in Pädagogik und Erziehungswissenschaft

2019 ◽  
Vol 95 (2) ◽  
pp. 145-161
Author(s):  
Thomas Mikhail
Keyword(s):  
Historical Research ◽  
Educational Science ◽  
Different Types ◽  
History Of ◽  
Academic Genre

Abstract On the Use of Definitions in Pedagogy and Educational Science. A Historical Journey with Systematic Intent In the academic genre of pedagogy and educational science, definitions were used from the very beginning. The question is if it is possible to differentiate between types of definitions within the history of these sciences. To answer this question the paper revives two different types of traditional definitions in order to generate a typology of definition usage. The typology can be used as a heuristic instrument for further systematic and historical research.

Wisdom and Wisdom Literature

2021 ◽  
pp. xxii-14
Author(s):  
Will Kynes
Keyword(s):  
Paradigm Shift ◽  
Wisdom Literature ◽  
The Past ◽  
The Bible ◽  
The Future ◽  
History Of ◽  
The Relationship

This chapter introduces the volume by arguing that the study of biblical wisdom is in the midst of a potential paradigm shift, as interpreters are beginning to reconsider the relationship between the concept of wisdom in the Bible and the category Wisdom Literature. This offers an opportunity to explore how the two have been related in the past, in the history of Jewish and Christian interpretation, how they are connected in the present, as three competing primary approaches to Wisdom study have developed, and how they could be treated in the future, as new possibilities for understanding wisdom with insight from before and beyond the development of the Wisdom Literature category are emerging.

Past and recent biodiversity profiling in ancient Lake Chalco Mexico by a metagenomics analysis

2021 ◽  
Author(s):  
Bárbara Moguel ◽  
Liseth Pérez ◽  
Luis David Alcaraz ◽  
Socorro Lozano-García ◽  
Luis Herrera-Estrella ◽  
...  
Keyword(s):  
Volcanic Belt ◽  
Environmental Dna ◽  
Radiocarbon Dates ◽  
The Past ◽  
Mexican Volcanic Belt ◽  
History Of ◽  
High Throughput Dna Sequencing ◽  
High Altitude Lake ◽  
Taxonomic Groups ◽  
The Relationship

<p>For decades, paleoecological studies in lake sediments have focused on reconstructing the environments of the past and explaining phenomena linked to climatic variations. Recent advances in high-throughput DNA sequencing have allowed access to environmental DNA (eDNA) and ancient sedimentary DNA (sedaDNA) as a new and efficient proxy for past and present biodiversity. The basin of Mexico (BM) is located in the central part of the Trans-Mexican Volcanic Belt at 2,200 m a.s.l.; with the southern portion harboring the Chalco sub-basin. Lake Chalco is one of the last remaining natural aquatic ecosystems within the ever-expanding urban area surrounding Mexico City. The paleoenvironmental history of this lake has been previously characterized using sedimentological and geochemical proxies, as well as preserved microfossils (diatoms, pollen) with a temporal framework based on multiple radiocarbon dates. However, information for the remaining taxonomic groups and metabolic pathways remained unexplored. Here, we present the first metagenomics-based study for the Holocene in a high-altitude lake in Central Mexico –Lake Chalco. We explored the relationship between the lake’s paleoenvironmental condition and estimations of taxonomic and metabolic profiles across the sedimentary sequence (2.5 meters long). Multiple biological and abiotic variables revealed three main environmental phases: 1) a cool freshwater lake (FW1: 11,500-11,000 cal years BP), 2) a warm hyposaline lake (HS2: 11,000-6,000 cal years BP), and 3) a temperate, subsaline lake (SS3, <6,000 cal years BP). We describe the structure of the microbiota community and taxonomy richness turnover in the three Holocene paleoenvironmental phases. During the past 12 000 years BP the most abundant domains in Lake Chalco sediments were Bacteria, followed by Archaea, and Eukarya (36,722 genera). The analysis of functional proteins showed high biodiversity with a total of 27,636,243 proteins identified, but it was only possible to annotate 3,227,398 of them. Also, we identified several genes associated with some relevant pathways, such as methanogenesis. Altogether, this study allowed us to reconstruct the natural history of lake Chalco and its surroundings.</p>

scholarly journals ‘A Kind of Sensory, Strange Thing to Experience’: Speaking Environmental Disaster in the Sea Empress Project Archive

2021 ◽  
Author(s):  
Timothy Cooper
Keyword(s):  
Environmental Change ◽  
Social Processes ◽  
Close Reading ◽  
Environmental Disaster ◽  
The Past ◽  
Sensory Experiences ◽  
Sensory Event ◽  
Modern Britain ◽  
History Of ◽  
The Relationship

This article explores embodied encounters with the Sea Empress oil spill of 1996 and their representation in oral narratives. Through a close reading of the personal testimonies collected in the Sea Empress Project archive, I examine the relationship between intense sensory experiences of environmental change and everyday interpretations of the disaster and its legacy. The art­icle first outlines the ways in which this collection of voices reveals sensory memories, embodied affects and narrative choices to be deeply entwined in oral representations of the spill, disclosing a ‘sensory event’ that created a powerful awareness of both environmental surroundings and their relationship to everyday social processes. Then, reading these narratives against-the-grain, I argue that narrators’ accounts tell a paradoxical story of a disaster that most now wish to forget, and reveal an ambivalent legacy of environmental change that is similarly consigned to the past. Finally, I relate this social forgetting of the Sea Empress to the wider history of environmental consciousness in modern Britain.

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