Hugh of St. Victor: Medieval Wisdom for Modern Educators

Using Hugh of St. Victor (1096–1141) as an example, the article outlines key features of medieval educational assumptions and practices that can be drawn upon to challenge and offer an alternative to the ethos and priorities in universities today. Hugh’s writings are analysed with a view to demonstrating how an approach to education that is illuminated by religious faith has the resources to provide a more holistic route to higher learning than is currently available. His understanding of the arts, reading, memory and restoration, together with his treatment of the discipline of the body, the role of example and imitation, and the influence of living in community on student learning – all combine to promote rationality, realism and virtue in service of wisdom.

EDUCATIONAL ASSUMPTIONS OF THE PERMANENT EXHIBITION IN THE PAN TADEUSZ MUSEUM IN WROCŁAW AND THEIR IMPLEMENTATION

Since 2016 the Pan Tadeusz Museum of the Ossoliński National Institute in Wrocław has been opened to the public. It is dedicated to the national epic poem – the most acknowledged piece of literature by Adam Mickiewicz, titled Pan Tadeusz, published for the first time in 1834. It also presents the reception of the poem, longevity of ideas started in Romanticism and the legacy of freedom in the history of Poland in the 19th and 20th centuries. The investment was co-financed from the European budget within the project named The Pan Tadeusz Museum – an innovative space – education through culture. The project was based on the idea to create a museum of educational character, with the use of museum exhibits, multimedia presentations, and infrastructure necessary for a modern arrangement of the exhibition. Given these assumptions, the team of educators, mostly with long-term practice as museum professionals, prepared the permanent exhibition. Their practical experience, plus theoretical bases for educational goals they referred to, together with a subject of the exhibition that focuses on an exceptional masterpiece in the history of Polish culture, i.e. the Manuscript of Pan Tadeusz, determined decisions pertaining to selection of exhibits, content of multimedia applications, inscriptions under the exhibits and titles of individual rooms, the range of themes for audio guides as well as materials and facilities for visitors with disabilities. In the article the permanent exhibition “The Manuscript of Pan Tadeusz” is described from the perspective of narration applied and educational assumptions it was based upon. It is then referred to a museological reflection which analyses an educational potential of museum exhibitions, interpretation practices and strategies of narration carried out by museums through exhibitions and educational activities.

The Diccionario de Pedagogía by Labor, Barcelona (1936): the iconic-textual construction of a pedagogic discourse linked to the ideals of the “New School” / El Diccionario de Pedagogía de Labor, Barcelona (1936): la construcción icónico-textual de un discurso pedagógico ligado a los ideales de la Escuela Nueva/ (Bilingual Edition)

The important Editorial Labor of Barcelona, which had so much dissemination with its various bibliographic collections in Spain and in Latin America between 1920s to 1980s, was responsible for the editing of two notable Diccionarios de Pedagogía (Pedagogy Dictionaries), one in 1936 and another in 1964, both created from two different educational assumptions; in one case, from those belonging to the New School (1936) and the other from the so-called neo-scholastic and Catholic assumptions, as shown in the comparative contrast that is undertaken here. The contribution also takes care of the references to education in Brazil that are set out in the 1936 text.Keywords: Diccionario de Pedagogía Labor, New School, Pedagogic Discourse, Dictionaries, Sánchez Sarto ResumenLa importante Editorial Labor de Barcelona, que tanta difusión obtuvo con sus diversas colecciones bibliográficas en toda España y en Latinoamérica entre los pasados años veinte a ochenta del siglo XX, fue responsable de la edición de dos notables Diccionarios de Pedagogía, uno en 1936 y otro en 1964, elaborados ambos desde dos distintos supuestos educativos; en un caso, desde los propios de la Escuela Nueva (1936) y en el otro desde los supuestos neo-escolásticos y católicos, como se manifiesta en el contraste comparativo que aquí se realiza. La contribución se hace cargo, además, de las referencias a la educación en Brasil que se exponen en el texto de 1936.Palabras: Diccionario de Pedagogía Labor, Escuela Nueva, Discurso Pedagógico, Diccionarios, Sánchez Sarto.ResumoA importante Editora Labor de Barcelona, que obteve grande difusão em suas diversas coleções bibliográficas em toda Espanha e na América Latina entre as decadas de 1920 e 1980, foi respopnsável pela edição dos notaveis Diccionarios de Pedagogía, um em 1936 e outro em 1964, ambos elaborados a partir de distintos ideais educativos; de um lado, a partir da Escola Nova (1936) e, de outro, a partir das ideias neo-escolásticas e católicas, como se manifiesta no estudo comparativo que aqui é realizado. A contribuição também aborda as referências à educação no Brasil que estão expostas no texto de 1936.Palabras claves: Diccionario de Pedagogía Labor, Escola Nova, Discurso Pedagógico, Diccionarios, Sánchez Sarto.

Uddannelsesforståelser i læreruddannelsen - belyst gennem litteraturstudier og empiriske undersøgelser blandt undervisere

Baseret på kondensering af international forskning og empirisk materiale fra dansk læreruddannelse diskuteres begrebet uddannelsesforståelse i artiklen. Dette begreb anvendes som samlebetegnelse for grundlæggende antagelser om uddannelsen og artiklen tematiserer, hvordan aktører i og omkring læreruddannelsen løbende kan være i dialog om, reflektere over, udvikle og kritisere sådanne grundlæggende antagelser. Uddannelsesforståelse fremhæves som et nyere og indtil videre fagligt svagt funderet begreb, men der argumenteres for den afgørende betydning af eksplicit og kritisk refleksion over sådanne forståelser. Begrebet er kun i meget begrænset omfang adresseret internationalt, men baseret på en bredere litteratursøgning inden for feltet identificeres tre overordnede temaer, som formaterer litteratursøgningens resultater: 1) ”Sammenhæng” som en grundlæggende uddannelsesdidaktisk kategori, der er hyppigt og normativt anvendt men sjældent defineret. 2) Anbefalinger til læreruddannelsen som helhed er oftest baseret på et snævert fokus fx et bestemt fag eller en bestemt pædagogisk værdi. 3) Empiriske aktørperspektiver er sjældent anvendt og studenterperspektiver har dominans i de eksempler, der findes. På baggrund af disse tre tematiseringer udvikles der en række spørge- og opmærksomhedsfelter, som fremtidige studier i uddannelsesforståelser kan lade sig inspirere af. Som afslutning opstilles tre forskellige modeller for, hvorledes løbende kritiske drøftelser af grundlæggende antagelser om læreruddannelsen kan komme til stede i organiseringen af uddannelsens indhold og samarbejdet mellem underviserne.Abstract: Basic Beliefs in Teacher Education. Departing from international research literature and Danish empirical research, the article seek nuances in and discuss the notion of basic beliefs in and of teacher education. The research calls for this kind of discussions but the article also shows that both research and educational practices are rather poor of systematic approaches to the field of basic educational assumptions. Analysis of the literature identify a set of points for attention: 1) The notion of coherence is often used, but seldom defined in research about basic beliefs in teacher education. 2) General advice to teacher education is often based on more focused research i.e. a single subject ore a single pedagogical value. 3) Subject perspectives are seldom used in the research and if they are, student perspectives dominate. Finally, the article presents three different ways of anchoring discussions of basic beliefs in the practice of teacher education.

Las instituciones educativas de carácter religioso en el reino hispanovisigodo de los siglos VI y VII a través de los cánones conciliares y las reglas monásticas = Religious Educational Institutions in Sixth and Seventh-Century Visigothic Spain through Conciliar Canons and Monastic Rules

Durante el reino hispanovisigodo de los siglos VI y VII, las élites eclesiásticas apoyadas por los círculos políticos dominantes apostaron por el desarrollo de unas instituciones educativas de carácter religioso a través de una serie de medidas recogidas en los cánones conciliares y en las reglas monásticas. El objetivo de este artículo es analizar estas instituciones, fundamentalmente el currículum impartido en cada una de ellas y su finalidad, partiendo de dichas medidas, ya que ponen en tela de juicio algunos tópicos educativos que encontramos en la bibliografía existente.Throughout the sixth and seventh-century Visigothic kingdom of Spain, the ecclesiastical elite supported by the dominant political circles committed themselves to the development of educational institutions of a religious nature. They did so through measures derived from conciliar canons and monastic rules of the time. The aim of this article is to analyze these institutions, particularly their pedagogical program and their main objective, from which some of the educational assumptions that we find within existing scholarship may be questioned

Pedagogical possibilities of becoming and the transitional space

Asking after the self in the process of learning without a definitive endpoint or prescribed path to creating that knowledge presents a way to consider a self that is distinct from assumptions of what constitutes an ideal learner. Thinking of the space and self in motion, rather than as inert and passive, allows the exploration of pedagogical implications. In this paper, I revisit a moment of self-provocation during preparation for a class. Reflecting and critically engaging with this memory presents a vignette to work through the possibilities of transitional space, the sensation of the becoming, learning self, and how the act of “catching myself” enables the reconsideration of engaging with pedagogy and assumptions made about education. Conceptualizing the learning self as becoming and in motion—rather than being, was, is, or to be—loosens the grasp of fixed educational assumptions that guide the discourse of education, in how it is conceived and acted out. This “loosening” has reverberations within the politics of how things are taught, considered, and learned, as it calls into question hierarchical valuations of what constitute “accepted” ways of knowing and being.

As áreas da educação e de ensino na Capes: identidade, tensões e diálogos

Este artigo pretende problematizar alguns dos pressupostos epistemológicos e educacionais fundantes das áreas de Educação e de Ensino, no âmbito da pós-graduação, na Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), analisando também alguns aspectos históricos e contextuais que propiciaram a emergência da Área de Ensino na Grande Área Multidisciplinar e sua expansão na criação de programas e de investimentos fi nanceiros na pós-graduação. Ao longo do texto, discute-se, ainda, sobre o papel das áreas de Educação e de Ensino nos processos formativos de profi ssionais para a Educação Básica, enfatizando tensões que Provoca(ra)m distanciamentos, e possibilidades de diálogos no cenário atual entre as áreas de Educação e de Ensino na pós-graduação brasileira.Palavras-Chave: Pós-Graduação; Área de Educação; Área de Ensino; CAPES.The areas of education and teaching at CAPES: identity, tensions and dialoguesABSTRACTThis article intends to problematize some of the epistemological and educational assumptions found in the areas of Education and Teaching, in the scope of postgraduate studies, in the Coordination of Improvement of Higher Education Personnel (CAPES), also analyzing some historical and contextual aspects that provided the emergency of the Area of Education in the Multidisciplinary Area and its expansion in the creation of programs and fi nancial investments in the postgraduate. Throughout the text, it is also discussed the role of the areas of Education and Teaching in the formative processes of professionals for Basic Education, emphasizing tensions that cause distances, and possibilities of dialogues in the current scenario between the Education in the Brazilian postgraduate course.Keywords: Postgraduate; Education Area; Teaching Area; CAPES.Las áreas de educación y enseñanza en las CAPES: identidad, tensiones y diálogosRESUMENEste artículo pretende problematizar algunos de los supuestos epistemológicos y educativos fundantes de las áreas de Educación y de Enseñanza, en el ámbito del postgrado, en la Coordinación de Perfeccionamiento de Personal de Nivel Superior (CAPES), analizando también algunos aspectos históricos y contextuales que propiciaron la emergencia Del Área de Enseñanza en el Gran Área Multidisciplinar y su expansión en la creación de programas e inversiones fi nancieras en el posgrado. A lo largo del texto, se discute, además, sobre el papel de las áreas de Educación y de Enseñanza en los procesos formativos de profesionales para la Educación Básica, enfatizando tensiones que provoca(ra)m distanciamientos, y posibilidades de diálogos en el escenario actual entre las regiones Las áreas de Educación y de Enseñanza en el postgrado brasileño.Palabras clave: Postgrado; Área de Educación; Área de Enseñanza; CAPES.

Can STEM Be Stemmed? An Essay Review of Andrew Hacker, The Math Myth and Other STEM Delusions (New York, NY: The New Press, 2016. 239 pp. $25.95. ISBN 978-1-62097-068-3)

Educational policy in a number of nations has stressed the importance of STEM and advanced mathematics. This article examines Andrew Hacker’s analysis of the uncritical acceptance of STEM and advanced mathematics and of its empirical, epistemological, political, and educational assumptions. Although I support Hacker’s claims, I also raise a number of questions about some of his own assumptions and arguments. On the whole, however, The Math Myth is an important book, one that should be read by both supporters of STEM in curriculum and teaching and by those who are deeply concerned about its dominance.

Dylematy nauczania etyki w środowisku szkolnym

This essay is an metaethical reflection on the character of teaching ethics in school and academic realities of Poland, the aim is to show the type of ethics which is the best in achieving the syllabus and educational assumptions of the discipline. It seems that the most important of them are the following issues:- Rationalization of ethical choices, i.e. giving the reasons for choosing particular moral values- the clearly presented problem of the responsibility for the decisions- Strengthening proper improvements of the character, which enable to choose and defend moral values: tolerance, ecological responsibility.There are two the most general ways distinguished of presentation of ethics within school or academic lecture: the “naturalistic” and the “engaged” one.The naturalistic approach is restricted to the presentation of various ethical systems without any discussion included on evaluating these systems, the engaged approach critically analyses different ethical solutions, reasonably assessing their character.Despite the arguments for the naturalistic approach (presently fashionable criticism of ethics, the issue of toleration and avoidance of the idéologisation) I undertake to defend the engaged approach as better at giving possibilities of reasonable criticism of moral behaviors and as the result of this criticism, moral attitudes which are the goal of teaching ethics in school.