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See detailSpecial Issue: Images and Films as Objects to Think With: A Reappraisal of Visual Studies in Histories of Education
Priem, Karin UL; Dussel, Inés

in Paedagogica Historica (2017), 53(6),

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See detailBeyond the collapse of language? Photographs of children in postwar Europe as performances and relational objects
Priem, Karin UL

in Paedagogica Historica (2017), 53(6),

This paper explores photographs of children, taken after 1945 by the Swiss photographer Werner Bischof (1916–1954), as visual objects and social agents. In the summer of 1945, Bischof embarked on his ... [more ▼]

This paper explores photographs of children, taken after 1945 by the Swiss photographer Werner Bischof (1916–1954), as visual objects and social agents. In the summer of 1945, Bischof embarked on his first journey through war-ravaged Western Europe – specifically Germany, France, Belgium, Luxembourg, and the Netherlands – to visually capture the lives of men, women, and children who had experienced the destruction, cruelties and trauma of World War II. Bischof’s photographic mission focused on children in particular. His ambitions drew upon the power of photography to present, represent, and perform, to make and articulate histories, to evoke emotions, and to relate to and resonate with various audiences. This very agency of photography, which has been argued by Bischof and also serves as a central hypothesis of this paper, is intensified when a photographer works with children and thus enhances and more strongly emphasises photography’s inherent and irreducible agency. The paper looks at how Bischof’s photographs, as performances, not only evoked but also disturbed and disrupted narratives of war-ravaged Europe. [less ▲]

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See detailThe Visual in Histories of Education: A Reappraisal
Dussel, Inés; Priem, Karin UL

in Paedagogica Historica (2017), 53(6),

This introduction to the special issue on Images and Films as Objects to Think With presents a historiographical reflection on how images are being approached in the field of educational history. In ... [more ▼]

This introduction to the special issue on Images and Films as Objects to Think With presents a historiographical reflection on how images are being approached in the field of educational history. In recent years, much of the work has been situated at the intersection of visual and material studies; images are considered objects with which humans interact, carrying affects and particular materialities that condition their experience; they are taken as historical artefacts that bring out a plurality of meanings, which continue to grow with each new reading or approach. This introduction presents the articles that are included in this special issue as well as a final commentary written by Lynn Fendler that engages in a dialogue with them. The articles move away from considering the visual as a transparent source with a stable meaning, and open up different possibilities for working with and through it. They also problematise and expand the archives in which historians work; by looking at various surfaces in which images are exhibited and circulate, such as books, reports, art shows, films, magazines, and collective memories, these studies point to the “affective and effective histories” that images tell, and invite new research agendas for a visual history of education. [less ▲]

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See detailAdventures in Cultural Learning
Herman, Frederik UL; Roberts, Siân

in Paedagogica Historica (2017), 53(3),

In periods of disillusionment and crisis (war, occupation, migration, industrialisation), a greater “cultural vitality” seems to appear. Indeed, troubled pasts and presents have frequently acted as ... [more ▼]

In periods of disillusionment and crisis (war, occupation, migration, industrialisation), a greater “cultural vitality” seems to appear. Indeed, troubled pasts and presents have frequently acted as fertile breeding grounds for cultural productions and artistic manifestations — the cradle for a variety of ‘adventures in cultural learning’. Moreover, it is during these troubled times that culture is often radically re-enacted and re-evaluated as a medium to express unease and disgruntlement with the present, a vehicle to scrutinise problems, the means par excellence to provoke the masses in attempts to revolutionise society, or even as a kind of ‘therapeutic tool’. Thus, culture — while criticising atrocities and making radical propositions for the present and future — has frequently positioned itself at the vanguard of social critique and as a facilitator of societal change. Indeed it was, and still is, — to use Don Mitchell phrasing — “politics by another name” (2000, 3). It should, therefore, not surprise us that culture became a contested territory, a sought-after platform to reassert a certain image or to challenge and reconcile conflicting narratives of the past, present and future. In other words, it was and is believed that those who governed cultural capital/heritage controlled its diffusion and consumption, had/has power over meaning making, the ‘memory factory’ and, thus, identity construction. [less ▲]

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See detailLearning How to See and Feel: Alfred Lichtwark and His Concept of Artistic and Aesthetic Education
Priem, Karin UL; Mayer, Christine

in Paedagogica Historica (2017)

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See detailEnvisioning the Industrial Present: Pathways of Cultural Learning in Luxembourg (1880s-1920s).
Herman, Frederik UL; Plein, Ira UL

in Paedagogica Historica (2016)

This paper examines how and to what extent Luxembourg society was “exposed” to visual representations of the prospering steel industries and labour and working-class culture(s) from the 1880s until the ... [more ▼]

This paper examines how and to what extent Luxembourg society was “exposed” to visual representations of the prospering steel industries and labour and working-class culture(s) from the 1880s until the 1920s – a period of massive industrialisation – and how it thus gradually “learned to labour”. Indeed, modern visual media were seen as ideal catalysts for the circulation, transmission and production of meaning, since they were considered to be appealing, objective, direct and capable of inspiring the imagination. The paper takes the reader through various mundane moments and events of industrial enculturation (annual funfair, slide lecture, vocational school, etc.) and engages with different “technologies of display” (photographs, fair albums, postcards, scale models, etc.) that subtly calibrated, conveyed and inculcated the new industrial reality “through the eye” and, in the process, (re)produced national identifications. By zooming in on these different “visual encounters” with industry and by bringing these isolated encounters together in one story, the paper (re)constructs a “learning route” – one among many possible pathways through this huge dynamic field of learning resources (or, “cultural ecology”) – and thus suggests how (informal) “cultural learning” might have taken place at the time. While accompanying us on this journey, the reader gains insights into how this field of resources evolved and how the industrial present was (re)framed, visually performed and (re)configured over time. [less ▲]

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See detailThe Beginnings of Modern Education in Korea, 1883-1910
Dittrich, Klaus UL

in Paedagogica Historica (2014), 50(3), 265-284

Korea opened up to foreign intercourse in 1876, when the country concluded its first international treaty with Japan. Similar treaties with European and American nations followed during the 1880s. The ... [more ▼]

Korea opened up to foreign intercourse in 1876, when the country concluded its first international treaty with Japan. Similar treaties with European and American nations followed during the 1880s. The period until 1910, when Korea was annexed to the Japanese Empire, saw manifold attempts to reform as well as resistance to these reforms. Against the background of research on the world institutionalisation of education, this contribution analyses the changes that the opening of Korea entailed in the field of education, especially focusing on newly established forms of education. First, modern education was characterised by newly created institutions and curricula. These institutions can be classified according to the actors engaged in their creation, private Korean citizens, foreign missionary actors and the Korean government. Second, new educational discourses and practices characterised modern education in Korea. These new discourses played a central role in negotiating Korean nationalism and in culturally positioning Korea between China and the “West”. Bodily practices were radically changed through uniforms, new hairstyles and military drills. A new system of classroom interaction was introduced to Korea. [less ▲]

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See detailMobilizing Meaning: Multimodality, Translocation, Technology, and Heritage
Thyssen, Geert UL; Priem, Karin UL

in Paedagogica Historica (2013), 49(6), 735-744

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See detailThe "Trotter" Open-Air School, Milan (1922-1977): A City of Youth or Risky Business?
Thyssen, Geert UL

in Paedagogica Historica (2009), 45(1-2), 157-170

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See detailYouth Health? History of School Medicine in Geneva: 1884-2004
Thyssen, Geert UL

in Paedagogica Historica (2006), 42(6), 890-892

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See detailThe Discourse of German Geisteswissenschaftliche Pädagogik - A Contextual Reconstruction
Tröhler, Daniel UL

in Paedagogica Historica (2003), XXXIX(6), 759-778

The framework of German educational discourse of the twentieth century is so-called geisteswissenschaftliche Pädagogik, or education as one of the humanities or arts rather than as a science. It triumphed ... [more ▼]

The framework of German educational discourse of the twentieth century is so-called geisteswissenschaftliche Pädagogik, or education as one of the humanities or arts rather than as a science. It triumphed around 1925 in the second half of the Weimar Republic. This article outlines in three steps the core elements of this educational discourse. [less ▲]

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See detailFritz März: Personengeschichte der Pädagogik. Bad Heilbrunn: Klinkhardt 1998
Priem, Karin UL

in Paedagogica Historica (2000), 35

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See detailErnst Martin: Johann Kettiger und Johann Heinrich Pestalozzi. Zur Wirkungsgeschichte Pestalozzis
Tröhler, Daniel UL

in Paedagogica Historica (1994), XXX(2), 671-682

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See detailPeter Stadler: Pestalozzi, Geschichtliche Biographie. Von der alten Ordnung zur Revolution
Tröhler, Daniel UL

in Paedagogica Historica (1990), 26

Detailed reference viewed: 143 (0 UL)