scholarly journals “Fez Deos tudo com numero, peso, & medida”: sobre práticas educativas em um tratado que ensina aritmética em Portugal do século XVIII

2017 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Fernando Cezar Ripe
Keyword(s):  
Eighteenth Century ◽  
Mathematical Knowledge ◽  
18Th Century ◽  
History Of Education ◽  
Educational Process ◽  
Good Teacher ◽  
Christian Doctrine ◽  
New School ◽  
History Of

Este texto tem por objetivo analisar, sob a perspectiva da História da Educação (e) Matemática, as instruções educativas para o ensino da aritmética presentes na obra “Nova escola para aprender a ler, escrever, e contar”, de autoria do luso-brasileiro Manoel de Andrade de Figueiredo (1670-1735), publicada em Lisboa no ano de 1722. Este manual, que circulou pelo Reino de Portugal, apresentava inúmeras prescrições – divididas em tratados – consideradas necessárias ao completo domínio das letras, dos números e da língua portuguesa, bem como uma série de recomendações para a eleição de um bom Mestre. Atribuindo ao Mestre o papel de instruir os meninos discípulos na doutrina cristã e nos bons costumes, o autor recomenda uma série de repreensões, de práticas de controle e fiscalizações, bem como de castigos. Nesse sentido, essa investigação centra-se em identificar as prescrições eleitas por Figueiredo na advertência de outros Mestres de como deveriam ensinar com perfeição e analisar como o autor da obra privilegiou determinados conhecimentos matemáticos, destacando-se as instruções metodológicas utilizadas na construção do número, vistos como necessários para o processo educativo dos sujeitos lusitanos no período setecentista.“Made God all with number, weight, & measure”: on educational practices in a treatise that teaches Arithmetic in eighteenth-century Portugal. This text aims to analyze, from the perspective of the History of Education (e) Mathematics, educational instructions for numeracy teaching present in the work New school to learn to read, write, and count of Luso-Brazilian authors Manoel de Andrade de Figueiredo (1670-1735), published in Lisbon in 1722. This manual, which circulated through the Kingdom of Portugal, contained several provisions - divided into treated - deemed necessary to complete the field of letters, numbers and Portuguese, as well as a series of recommendations for the election of a good teacher. Assigning the Master the role of instructing the disciples boys in Christian doctrine and morals, the author recommends a number of reprimands, control practices and controls, as well as punishments. In this sense, this research focuses on identifying the requirements elected by Figueiredo in warning other Masters as they should teach to perfection and analyze how the author of favored certain mathematical knowledge, highlighting the methodological instructions used in building number, seen as necessary to the educational process of the Lusitanian subjects in eighteenth-century period. Keywords: History of Education; Arithmetic; Manual; 18th century.

Education in Chile, 1810-1842

1959 ◽  
Vol 1 (3) ◽  
pp. 353-376 ◽  
Author(s):  
Margaret V. Campbell
Keyword(s):  
Eighteenth Century ◽  
Educational System ◽  
History Of Education ◽  
Educational Process ◽  
Colonial Period ◽  
Late Eighteenth Century ◽  
Late Eighteenth ◽  
History Of ◽  
The Government ◽  
The Church

Any history of education in republican Chile, however brief, must of necessity touch first upon the colonial period. Although education, and indeed government, were completely dominated by the Church during the colonial period, in the late eighteenth century Chile grew restless under religious domination and began to free both its educational system and its governmental process from absolute church control.Prior to the eighteenth century education had been the exclusive prerogative of the church. In the period immediately preceding the Independence the Church and the clergy began to lose some of their unchallenged importance and authority. This loss was reflected in administration and schools. The expulsion of the Jesuits in 1767 and the not-too-respectful criticism of things religious by Charles III indicated that the Church was no longer directing the government and hence was no longer the dominant element in the educational process.

Tom Jones

2008 ◽  
Author(s):  
Henry Fielding
Keyword(s):  
Eighteenth Century ◽  
Public Sphere ◽  
The Novel ◽  
Fourth Edition ◽  
Tom Jones ◽  
History Of

Fielding's comic masterpiece of 1749 was immediately attacked as `A motley history of bastardism, fornication, and adultery'. Indeed, his populous novel overflows with a marvellous assortment of prudes, whores, libertines, bumpkins, misanthropes, hypocrites, scoundrels, virgins, and all too fallible humanitarians. At the centre of one of the most ingenious plots in English fiction stands a hero whose actions were, in 1749, as shocking as they are funny today. Expelled from Mr Allworthy's country estate for his wild temper and sexual conquests, the good-hearted foundling Tom Jones loses his money, joins the army, and pursues his beloved across Britain to London, where he becomes a kept lover and confronts the possibility of incest. Tom Jones is rightly regarded as Fielding's greatest work, and one of the first and most influential of English novels. This carefully modernized edition is based on Fielding's emended fourth edition text and offers the most thorough notes, maps, and bibliography. The introduction uses the latest scholarship to examine how Tom Jones exemplifies the role of the novel in the emerging eighteenth-century public sphere.

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.

scholarly journals Os Saberes Matemáticos na Formação de Professores Efetivos no Paraná da Primeira República

2018 ◽  
Vol 11 (1) ◽  
pp. 34
Author(s):  
Iara Da Silva França ◽  
Antonio Flavio Claras
Keyword(s):  
Cultural History ◽  
Primary Education ◽  
Effective Teachers ◽  
Mathematical Knowledge ◽  
History Of Education ◽  
Primary Teachers ◽  
Mathematical Education ◽  
First Republic ◽  
History Of ◽  
Teaching Programs

Os professores primários paranaenses denominados efetivos tinham formação diferente daquela ofertada pela Escola Normal e possuíam, em sua maioria, somente o Curso Primário. Nos estudos aqui apresentados interessou-nos saber que saberes matemáticos o curso primário proporcionava a esses futuros professores efetivos durante a Primeira República. Amparados na história cultural, buscamos respostas nos documentos oficiais pertinentes, em especial, nos Programas de Ensino. O estudo evidencia para os professores efetivos da Primeira República uma formação geral, com os saberes necessários a ensinar, carecendo em grande medida, dos saberes para ensinar matemática. As mudanças ocorridas nos Programas buscavam sustentar a finalidade do ensino primário, sem proporcionar a formação para ensinar, visto não ser essa a sua finalidade.Palavras-chave: História da Educação. Formação de Professores. Saberes Matemáticos.AbstractThe primary teachers of Paraná called effective had different formation from that offered by the Normal School and had, in their majority, only the Primary Course. In the studies presented here, we were interested to know what mathematical knowledge the primary course provided to these future effective teachers during the First Republic. Based on cultural history, we seek answers in the pertinent official documents, especially in the Teaching Programs. The study shows for the effective teachers of the First Republic a general formation, with the necessary knowledge to teach, lacking in great measure, the knowledge to teach mathematics. The changes that occurred in the Programs sought to support the purpose of primary education, without providing the training to teach, since this is not its purpose.Keyword: History of Education. Mathematical Education. Mathematical Knowledge.

scholarly journals A IMPORTÂNCIA DO PSICOPEDAGOGO INSTITUCIONAL FRENTE A DIFICULDADE DE APRENDIZADO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 70-74
Author(s):  
Mariana Aparecida Grillo ◽  
Joel Augusto Oliveira Sanchez
Keyword(s):  
Human Development ◽  
Social Life ◽  
Teaching And Learning ◽  
Educational Process ◽  
Exploratory Research ◽  
Personal Problems ◽  
New School ◽  
The Face ◽  
Experience Difficulty

The research developed aims to present the school as a place of promotion to knowledge, where the educating will have the opportunity to take ownership of the necessary contents to develop and to have a social life. However, the student may experience difficulty in learning because of the lack of school inclusion, or for family and personal problems. In this sense comes the action of the Psychoeducator in the search for answers for each particularity. With investigative work, it is possible to create working methods with this student so that their difficulty is remedied. In the face of the new school paradigms, the work of the psychoeducator is essential as an intermediator in the educational process. In this context this professional gains the role of renewing the concepts of teaching and of adapting the methodologies and practices, so that in this computerized era where the information is transmitted in real time, the student is achieved in its difficulties, yearnings and fears. Thus, this work presents within the analytical, bibliographic and exploratory research a reflection on such facts, consolidating the role of the Psychoeducator, and concluding through this study the purpose of this professional that will develop its Work favoring and guiding the process of teaching and learning and human development.

Geopolitics of Comparison: World Literature Avant la Lettre

2021 ◽  
Vol 73 (3) ◽  
pp. 255-269
Author(s):  
Waïl S. Hassan
Keyword(s):  
Nineteenth Century ◽  
Eighteenth Century ◽  
Comparative Literature ◽  
World Literature ◽  
Medieval Period ◽  
Early Nineteenth Century ◽  
Late Eighteenth Century ◽  
Late Eighteenth ◽  
History Of

Abstract According to a well-known narrative, the concept of Weltliteratur and its academic correlative, the discipline of comparative literature, originated in Germany and France in the early nineteenth century, influenced by the spread of scientism and nationalism. But there is another genesis story that begins in the late eighteenth century in Spain and Italy, countries with histories entangled with the Arab presence in Europe during the medieval period. Emphasizing the role of Arabic in the formation of European literatures, Juan Andrés wrote the first comparative history of “all literature,” before the concepts of Weltliteratur and comparative literature gained currency. The divergence of the two genesis stories is the result of competing geopolitical interests, which determine which literatures enter into the sphere of comparison, on what terms, within which paradigms, and under what ideological and discursive conditions.

Sin and Evil

2021 ◽  
pp. 234-249
Author(s):  
David P. Barshinger
Keyword(s):  
Eighteenth Century ◽  
Pastoral Ministry ◽  
Problem Of Evil ◽  
Original Sin ◽  
Christian Doctrine ◽  
The Bible ◽  
The Problem Of Evil ◽  
In Christ

This chapter describes Jonathan Edwards’s doctrine of sin and evil. It emphasizes the role of the Bible as foundational to his theology while also highlighting his desire to defend the reasonableness of traditional Christian doctrine in light of eighteenth-century intellectual challenges. The chapter explores Edwards’s theodicy in response to the problem of evil—how he sought to absolve God of the charge that he is the author of evil. It describes Edwards’s doctrine of original sin and human depravity, which he explained by defending the universality of sin and the transmission of Adam’s sin to his posterity and in which he developed an innovative metaphysic using occasionalism and continuous creationism. As a pastor, Edwards preached on sin to warn people of punishment, call them to repentance, and emphasize redemption in Christ. The chapter recommends giving greater attention to Edwards’s sermons and pastoral ministry in understanding his view of sin and evil.

A ‘milky mass’ and ‘uniform material’: white marble in eighteenth-century French discourses on sculpture and geology

2021 ◽  
Vol 30 (2) ◽  
pp. 215-225
Author(s):  
Marthe Kretzschmar
Keyword(s):  
Eighteenth Century ◽  
Grain Size ◽  
Denis Diderot ◽  
Art Theory ◽  
White Marble ◽  
The Enlightenment ◽  
The Earth ◽  
History Of ◽  
Interdisciplinary Network

Knowledge of the materiality of stone during the Enlightenment expanded following the exploration of mineralogical structure, to alter ideas about taxonomy and challenge the role of rocks in the history of the earth. Close studies of the material of marble sculpture generated expertise on grain size, surface varieties and stone deposits. This mode of reception became intertwined with contemporary controversies about the age of the earth. This article focuses on both French sculpture and geological discourses of the eighteenth century to reveal an international and interdisciplinary network centring on protagonists such as Denis Diderot, Paul-Henri Thiry d’Holbach and Étienne-Maurice Falconet; through these figures, debates can be connected concerning both geology and art theory. Within these contexts, the article discusses the translation processes between these artistic and geological interests.

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