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- Glover, Nikolas, 1979-
(författare)
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The 'aidification' of national experiences : Swedish-supported correspondence education in Tanzania, ca 1960-1975
- 2019
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå Universitet. - 2001-7766 .- 2001-9076. ; 6:1, s. 25-47
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the foundational juncture in a 60-year long (and counting) relationship between Swedish and Tanzanian adult educators. It analyses how Swedish correspondence education methods and objectives were adapted as they entered the emerging field of foreign aid. Two educational institutions in Tanzania, in which Swedish funds and personnel played a central role are studied: the Nordic-funded Co-operative Educational Centre in Moshi founded in 1964, and the Swedish-funded National Correspondence Institute in Dar es Salaam (1971–). The analysis shows how international NGOs and individual policy entrepreneurs created the initial arenas for policy transfer. It emphasises how the ideal of creating an equal partnership affected the policies that were being lent and borrowed. The article argues that the concept of aidification can be used to capture the ways in which transnational policy areas such as education were transformed in the wake of decolonisation.
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- Hellerstedt, Andreas, 1978-
(författare)
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From Ingenium to Virtus : The Cultivation of Talent in Dissertations on Education at Uppsala University around 1680
- 2019
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Ingår i: Nordic Journal of Educational History. - : Umea University Library. - 2001-7766 .- 2001-9076. ; 6:1, s. 71-93
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the problem of innate, natural talent vs acquired skill, knowledge, and virtue in dissertations from Uppsala University around 1680. These texts have never before been studied. It discusses questions such as: how did Swedish academics of the period conceive the relationship between ingenium (innate potential) and (acquired) virtue or knowledge? Which teaching methods did they advocate? How do the texts relate to developments in seventeenth century society? The study uses a combination of contextual analysis and a ‘history of concepts’ approach to answer these questions. The analysis reveals that the Swedish dissertations respond to contemporary debates (involving well-known authorities such as Vives, Huarte, Erasmus, and Comenius) and that they were affected by the immediate context: the growth of the early modern state and the social mobility which accompanied that growth. Education is described in Renaissance humanist terms, with a clear affinity to moral philosophical concepts such as virtue and habituation. The learning process described is analogous to the acquisition of moral virtue and education itself is to a large extent legitimated with reference to moral socialization. The educational ideas put forward balance discipline and playfulness, and represent a relatively democratic view of the distribution of human capabilities, showing a great trust in the potential of education. However, there is also a distinct stress on medical explanations of differences in individual talent.
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- Hellerstedt, Andreas
(författare)
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From Ingenium to Virtus : The Cultivation of Talent in Seventeenth Century Dissertations from Uppsala University
- 2019
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 6:1, s. 71-93
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the problem of innate, natural talent vs acquired skill, knowledge, and virtue in dissertations from Uppsala University around 1680. These texts have never before been studied. It discusses questions such as: how did Swedish academics of the period conceive the relationship between ingenium (innate potential) and (acquired) virtue or knowledge? Which teaching methods did they advocate? How do the texts relate to developments in seventeenth century society? The study uses a combination of contextual analysis and a 'history of concepts' approach to answer these questions. The analysis reveals that the Swedish dissertations respond to contemporary debates (involving well-known authorities such as Vives, Huarte, Erasmus, and Comenius) and that they were affected by the immediate context: the growth of the early modern state and the social mobility which accompanied that growth. Education is described in Renaissance humanist terms, with a clear affinity to moral philosophical concepts such as virtue and habituation. The learning process described is analogous to the acquisition of moral virtue and education itself is to a large extent legitimated with reference to moral socialization. The educational ideas put forward balance discipline and playfulness, and represent a relatively democratic view of the distribution of human capabilities, showing a great trust in the potential of education. However, there is also a distinct stress on medical explanations of differences in individual talent.
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- Liljas, Juvas Marianne
(författare)
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”Från pappas lydige Henric” : Pedagogiska perspektiv på det tidiga 1800-talets bildningsresande
- 2019
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 6:2, s. 73-99
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Tidskriftsartikel (refereegranskat)abstract
- “From daddy’s obedient Henric”: Pedagogical perspectives on educational travel of the early 1800sThis article analyses educational travel in the early 1800s from the perspective of its educational heritage and praxis. The aim is to develop an understanding of the pedagogical significance of educational travel. The article makes clear how upbringing and education are represented in the framework of travel narratives in pre-industrial landscapes. The argument is based on the influence of the mercantile class on educational travel and the informal effect of these trips on changes in pedagogical thinking. The travel letters of Johan Henrik Munktell from 1828 to 1830 are used as primary sources. Using Paul Ricoeur's memory-critical hermeneutics, travel narratives become significant sources for how education is arranged, and immanent pedagogy is a key term. The results demonstrate that the individualisation process works together with forms of crypto-learning, the core of the personal development vision, and society's long-term memory.
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- Marjanen, Päivi, et al.
(författare)
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The development of craft education in Finnish schools
- 2019
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 6:1, s. 49-70
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to examine the major changes Finnish school craft has undergone and explain these changes by using societal, pedagogical and subject-driven determinants. The main sources of this research include committee reports and national curricula. Research data was classified into five periods: craft for home well-being (1866-1911), craft for civic society (1912-1945), craft for independent hard-working citizens (1946-1969), toward equality craft (1970-1993), and unlimited craft (1994-2014). The analysis show that school craft has steadily followed students', society's and the subject's different needs during these periods.
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