Madhouse

Until the very end of the twentieth century the history of learning difficulties was subsumed into other histories, of psychiatry, of special education and, indeed, of disability. Initiatives to enable people with learning difficulties and their families to record their own histories and contribute to the historical record are both recent and powerful. Much of this work has been led or supported by The Open University’s Social History of Learning Disability Research (SHLD) group and its commitment to developing “inclusive history.” The article tells the story of the Madhouse Project in which actors with learning difficulties, stimulated by the story of historian activist Mabel Cooper and supported by the SHLD group, learned about and then offered their own interpretations of that history, including its present-day resonances. Through a museum exhibition they curated, and through an immersive theatre performance, the actors used the history of institutions to alert a wider public to the abuses of the past, and the continuing marginalization and exclusion of people with learning difficulties. This is an outstanding example of history’s potential to stimulate activism.

Alexandre Galí and the History of Institutions and the Cultural Movement in Catalonia

In the historiography of Catalan culture, both the external continuity of the historiographical reflection and the internal discontinuity of such “reflections” are surprising. The History of institutions and the cultural movement in Catalonia (1900-1936) by Alexandre Galí is perhaps a good example of this.

Philosophy of social policy in Europe of the XVI century on the example of works of the Spanish thinker Juan Luis Vives

The object of this research is the European thought in the area of social policy in the early XVI century. The subject of this research is the ideas of Spanish philosopher Juan Luis Vives (1492-1540) on helping to people in need. The article reviews the stance on social policy of the Spanish humanist Juan Luis Vives. His thoughts are analyzed in the context of the contemporary to him doctrines of the founders of Protestantism – Martin Luther, Ulrich Zwingli and Jean Calvin, as well as practices formed in the continental Europe and England in the XVI century. The teachings of theologians and philosophers of the XVI century are relevant within the framework of studying social policy from the perspective of ideas, as well as the history of institutions. The comparative-historical approach was applied for studying the practices in the area of social policy and their evolution. A discourse analysis is used for examination of Vives’ basic postulates alongside the ideas of the key philosophers of that time. The following conclusions were made: 1) despite the fact that a number of authors expressed similar ideas, Juan Luis Vives can be called the first theoretician of the social state 2) the establishment of social policy in the research literature is usually associated with Protestantism, but the theory was developed by the Catholic Vives, and the practical measures were implemented by the Catholic kings Carlos and Francis 3) Vives expressed the paramount idea of social policy – the state should prevent from marginalization of citizens in order to maintain social stability. At the same time, marginalization is caused by both, absence of help to the people in need or unwise rendering of assistance, which accustoms to idleness.

Uczeni i ich losy… – Mirosław Skarżyński jako badacz dziejów polskiej lingwistyki

Scholars and Their Fates… – Mirosław Skarżyński as a Researcher of the History of Polish Linguistics The paper presents Mirosław Skarżyński’s studies in the field of the history of Polish linguistics, and their consecutive phases: history of ideas (concepts, grammatical descriptions); history of people – researchers who once laid the foundations of scientific linguistics; and history of institutions. The emerging picture reveals that the research procedure adopted by Skarżyński was analogous to the method of historical sciences which demand that facts of the past should be described based on direct source information. In this perspective, the description of Polish linguistics must have been preceded by a considerable number of detailed studies, and publication of sources. Skarżyński put particular emphasis on the edition of memoirs and correspondence from the past. He saw in them not merely a complementary fond of information in research on the history of ideas and institutions, but primarily a road to understanding the personalities and fates of past scholars, as well as the conditions in which Polish scientific linguistics was born.

Tyrolean stigmata in England: the cross-cultural voyage of the Catholic supernatural, 1841–1848

This article considers the transcultural dynamic between English Catholicism and mainland Europe in the early 1840s through the lens of the reception of two famous Tyrolean women bearing the stigmata. After the publication of the account of their supernatural qualities by John Talbot, sixteenth Earl of Shrewsbury, Waterford, and Wexford they became the controversial subject of the heated debates on the nature of English and universal Catholicism, and by extension on the nature of religiosity at large. This article argues that adopting a transnational approach to the study of supernatural phenomena within Catholicism in the 1830s and 1840s allows us to look beyond the history of institutions and key figures in the polemic, and to shed light on more nuanced religious and devotional interactions between the British Isles and the Continent. As such this article also argues for the inclusion of supernatural phenomena in the transnational history of English Catholicism.

Best Practices in Historical Studies of Nursing and Health (1999-2017)

ABSTRACT Objective: to analyze the best practices thematic in dissertations and theses produced by a research group of history of nursing and health from 1999 to 2017. Method: a documentary socio-historical research with a qualitative approach. Documentary sources were dissertations and theses using content analysis. Results: 30 dissertations and 20 theses were found with compliance with the objective. Best practices refer to care and assistance practices, the history of institutions and organizational entities, and the implementation of nursing practices in each institution. Educational process addresses best practices in support groups, educational institutions and specialty construction. Other studies bring the milestones of the nursing profession, confrontation situations and social reflection regarding vulnerabilities. Final considerations: the studies address best practices in nursing that go through several settings in the attempt to raise problems and promote scientific research to support nursing actions in care.

Institutional Work

Institutional work involves actors purposefully engaging with their institutional contexts in order to create, modify, or disrupt institutions. In this chapter, we review the history of institutions as social-symbolic objects. We then conceptualize institutional work as a form of social-symbolic work, focusing on identifying the key dimensions of institutional work, and exploring the variety of actors engaged in institutional work.

O caderno de sabatinas: uma proposta de análise sobre culturas e práticas escolares do Colégio Nossa Senhora de Lourdes, Farroupilha (Rio Grande do Sul/Brasil)

O presente artigo comunica resultados de pesquisa na temática da História da Educação, atentando para o processo histórico do Colégio Nossa Senhora de Lourdes, Farroupilha/RS (1922-1954). Nesse sentido, tem como objetivo analisar indícios das culturas e práticas escolares a partir da cultura material. Para tanto, utilizou-se, principalmente, um caderno de sabatinas e também outros documentos, tais como o livro de atas de comemorações cívicas, livros de chamada, legislação vigente e memórias de ex-alunos e ex-professoras-religiosas. O aporte teórico é o da História Cultural e, como metodologia, foi utilizada a análise documental e a história oral. A análise permitiu perceber elementos das culturas e práticas escolares que permearam o cotidiano do Colégio Nossa Senhora de Lourdes, no ensino primário, na década de 40 do século XX.Palavras-chave: Práticas escolares. História das instituições. Ensino Primário.AbstractThis article presents research results within the subject History of Education, paying attention to the historic process of Nossa Senhora de Lourdes School, Farroupilha/RS (1922-1954). In this sense, its objective is to analyze signs of culture and school practices from material culture. For this, an evaluation notebook and other documents were mainly used, as well as a minute book of civic commemorations, roll call books, existing legislation and memories of ex-students and ex-teachers-Sisters. The theoretical contribution is that of Cultural History, and, as methodology, the document analysis and oral history were used. The analysis allowed noting elements of school cultures and practices that permeated Nossa Senhora de Lourdes School daily routine, in primary school, in the forties of the twentieth century.Key words: School practices. History of institutions. Primary teaching. ResumenEste artículo comunica resultados de investigación en la temática de la Historia de la Educación, atentando para el proceso histórico del Colegio Nossa Senhora de Lourdes, Farroupilha/RS (1922-1954). En este sentido, tiene por objetivo analizar indicios de las culturas y prácticas escolares a partir de la cultura material. Para tanto, se utilizó, principalmente, un cuaderno de pruebas y también otros documentos, tales como el libro de actas de conmemoraciones cívicas, libros de presencias, legislación vigente y memorias de ex-alumnos y ex-maestras religiosas. El aporte teórico es el de la Historia Cultural y, como metodología, fue utilizado el análisis documentario y la historia oral. El análisis permitió descubrir elementos de las culturas y prácticas escolares que permearon el cotidiano del Colegio Nossa Senhora de Lourdes, en la enseñanza primaria, en la década del 40 del siglo XX.Palabras clave: Prácticas escolares. Historia de las instituciones. Enseñanza Primaria.

HISTORICAL STAGES OF DEVELOPMENT AND FORMATION OF SERVICE OF MEDICO-SOCIAL EXAMINATION IN RUSSIA

The principles of the social protection of the population in Russia began to take shape in the late 10th century, along with the adoption, in 988, of Christianity in Russia. The modern history of institutions of medico-social examination began on 27 April 1918 when the people’s Commissariat of public scorn was transformed into the Commissariat of social security, and began the formation of the medical labor commissions of the predecessors of the modern institutions of medico-social examination. Thus, the system of medico-social expertise of the Russian Federation in 2017 has reached the age of 99. As the formation and development of the social insurance, social welfare and health care and improved system of medical-social expertise, strengthen its scientific base. Currently, medical-social examination has formed in a special branch of scientific knowledge and practical activities. The way of the development, passed by the medical-social examination starting from the medical-labor expertise, creation, formation and development of the medical-social examination on the entire territory of Russia can be divided into a number of stages determined by peculiarities of its political and socio-economic status.