scholarly journals FIRST EXPERIENCES WITH OBJECT LESSONS IN NINETEENTH-CENTURY BRAZIL: ORIGINS OF A PROGRESSIVE PEDAGOGY FOR THE BRAZILIAN PRIMARY SCHOOL

2005 ◽  
Vol 5 (14) ◽  
pp. 125 ◽  
Author(s):  
Karl M. Lorenz ◽  
Aricle Vechia
Keyword(s):  
Nineteenth Century ◽  
Primary School ◽  
The United States ◽  
School Curriculum ◽  
Curriculum Theory ◽  
Progressive Pedagogy ◽  
Object Lessons ◽  
Private And Public ◽  
Secondary School Curriculum ◽  
French Curriculum

One can identify two great movements during the nineteenth century in which educational theories and practices were transplanted from Europe and the United States to Brazil. The first addressed the secondary school curriculum, and began with the founding of the Imperial College Pedro II in Rio de Janeiro in 1838. The college was created by the Imperial Government to, in part, serve as a model for private and public secondary schools in the provinces. Throughout the 1800s, French curriculum theory shaped the debates about the purpose, organization and content taught in the College, and to a larger extent, about the nature of secondary education in general. The second transnational movement centered on the method of teaching in the primary school.

scholarly journals The problems of learning geography: overview of foreign studies

2019 ◽  
Vol 8 (1) ◽  
pp. 17-27
Author(s):  
S.P. Sanina
Keyword(s):  
High School Students ◽  
Primary School ◽  
Junior High School ◽  
Teaching Methods ◽  
Academic Discipline ◽  
The United States ◽  
School Curriculum ◽  
School Students ◽  
Geographical Education ◽  
Primary School Curriculum

The article concerns the difficulties of learning geography in junior high school students and adolescents as they are reflected in foreign publications. It also discusses the effective teaching methods to be used by educators. Research results obtained by scientists from the United States, Ireland, Finland, Germany, the Netherlands, China, Japan and other countries are analyzed in comparison with data of Russian researches. The article substantiates that people today need the knowledge of geography and therefore this subject must be present in the primary school curriculum as a part of an integral course, and in primary school as a separate academic discipline. It is possible to develop spatial and systematic thinking in students and to shape their worldviews by means of a school course in geography. However, the current state of this school subject does not meet the expectations of educators and scientists. The analyzed studies demonstrate the drop of interest to learning geography, as it is thought to be difficult. Particular attention is paid to the analysis of possible difficulties that students with mild disabilities may confront with in the course of their study of geography. We describe how to cope with potential problems and describe the teaching methods which are the most efficient and effective in improving the quality of geographical education. All studies are of great importance for the practice of education, because geographically literate person is able to take care of our planet, appreciate it, live harmoniously in a closely interdependent world

Object Lessons

2018 ◽  
Author(s):  
Sarah Anne Carter
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
The United States ◽  
Intellectual Life ◽  
Moral Issues ◽  
Object Lessons ◽  
Close Study ◽  
Object Lesson ◽  
Nineteenth Century United States ◽  
Material Evidence

Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World examines the ways material things—objects and pictures—were used to reason about moral issues, the differences between reality and representation, race, citizenship, and capitalism in the nineteenth-century United States. For modern scholars, an “object lesson” is simply a timeworn metaphor used to describe any sort of reasoning from concrete to abstract. But in the 1860s, object lessons were classroom exercises popular across the United States. Object lessons forced children to learn about the world through their senses instead of through texts and memorization, leading to new modes of classifying and comprehending material evidence drawn from the close study of objects, pictures, and even people. This book argues that object lessons taught Americans how to find information in things in the decades after the Civil War. More than that, this study offers the object lesson as a new tool with which contemporary scholars can interpret the meanings of nineteenth-century material, cultural, and intellectual life.

scholarly journals Important Developments of Leisure Education in American Public Schools: What Can We Learn From Them?

1999 ◽  
Vol 5 (1) ◽  
pp. 43-48
Author(s):  
Kian Lam TOH
Keyword(s):  
United States ◽  
Hong Kong ◽  
Public Schools ◽  
Secondary School ◽  
Ancient Greece ◽  
The United States ◽  
School Curriculum ◽  
Leisure Education ◽  
Secondary School Curriculum ◽  
Education In Hong Kong

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The notion of leisure education can trace its roots far back to Ancient Greece. The aim of leisure education is not to increase the number of subjects offered by the schools, but rather to infuse the values of leisure into the existing subjects. The objective is to guide the students in making good use of their leisure, which in fact is one of the secondary school curriculum aims. Besides presenting some of the important developments of leisure education in American public schools, this paper also highlights some of the reasons why leisure education fails in the United States. These problems are relevant to us especially if we want to make leisure education in Hong Kong a reality one day.休閒教育的起源可追溯到古希臘時代。休閒教育的目的不在於增加學校的科目，而是將休閒的價値溶入目前學校既有的科目中，引導學生善用閒暇時間，這也正是香港的教育目標之一。美國學校的休閒教育可說是失敗的。本文首先提出休閒教育在美國的一些重要發展，然後舉出一些造成他們失敗的可能原因，若是有朝一日休閒教育在本港萌芽，那麼我們就不得不重視這些我們也可能面對的問題。

By Way of Introduction: School Algebra in the Start of the New Century

2009 ◽  
Vol 14 (8) ◽  
pp. 452-454
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
The United States ◽  
School Curriculum ◽  
Algebraic Thinking ◽  
History Of ◽  
Educational Debate

Algebra entered America's school curriculum in the early part of the nineteenth century. Since that time, it has often been the centerpiece of educational debate and discussion. Kilpatrick and Izsák provide an excellent overview of the evolution of school algebra in the United States in “A History of Algebra in the School Curriculum,” the first chapter in Algebra and Algebraic Thinking in School Math.

Thinking About Scots Law

1996 ◽  
Vol 1 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Alan Rodger
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
British Empire ◽  
United States Of America ◽  
Case Law ◽  
The United States ◽  
Memorial Lecture ◽  
University Of Edinburgh ◽  
The University

This article is the revised text of the first W A Wilson Memorial Lecture, given in the Playfair Library, Old College, in the University of Edinburgh, on 17 May 1995. It considers various visions of Scots law as a whole, arguing that it is now a system based as much upon case law and precedent as upon principle, and that its departure from the Civilian tradition in the nineteenth century was part of a general European trend. An additional factor shaping the attitudes of Scots lawyers from the later nineteenth century on was a tendency to see themselves as part of a larger Englishspeaking family of lawyers within the British Empire and the United States of America.

‘A Routh O’ Auld Nick-Nackets’ – the antiquarian collection of John Rae

2015 ◽  
Vol 36-37 (1) ◽  
pp. 163-183
Author(s):  
Paul Taylor
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Social Context ◽  
Moral Education ◽  
The United States ◽  
Representative Case ◽  
National Museums ◽  
The Individual ◽  
The University

John Rae, a Scottish antiquarian collector and spirit merchant, played a highly prominent role in the local natural history societies and exhibitions of nineteenth-century Aberdeen. While he modestly described his collection of archaeological lithics and other artefacts, principally drawn from Aberdeenshire but including some items from as far afield as the United States, as a mere ‘routh o’ auld nick-nackets' (abundance of old knick-knacks), a contemporary singled it out as ‘the best known in private hands' (Daily Free Press 4/5/91). After Rae's death, Glasgow Museums, National Museums Scotland, the University of Aberdeen Museum and the Pitt Rivers Museum in Oxford, as well as numerous individual private collectors, purchased items from the collection. Making use of historical and archive materials to explore the individual biography of Rae and his collection, this article examines how Rae's collecting and other antiquarian activities represent and mirror wider developments in both the ‘amateur’ antiquarianism carried out by Rae and his fellow collectors for reasons of self-improvement and moral education, and the ‘professional’ antiquarianism of the museums which purchased his artefacts. Considered in its wider nineteenth-century context, this is a representative case study of the early development of archaeology in the wider intellectual, scientific and social context of the era.

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