Pestalozzi, Fellenberg and British nineteenth-century geographical education

Elliott, Paul; Daniels, Stephen

doi:10.1016/j.jhg.2005.08.002

Cited by 9 publications

(4 citation statements)

References 25 publications

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“…Ritter's importance to the formation of European geography in the 19th century is universally acknowledged, and the influence of his ideas on several geographers who worked for public education is well known in both the French-speaking world 39 and Great Britain. 40 It is clear that the so-called natural methods were immediately endorsed by anarchist geographers like Kropotkin and Reclus (this latter attended Ritter's courses in the University of Berlin) and some of their collaborators like Patrick Geddes, 41 as an alternative to an ideological state education. 42 Guillaume also dedicated to Pestalozzi a chapter of his book Études Révolutionnaires (Revolutionary Studies) dealing with topical figures in the construction of the idea of secular education during the French Revolution.…”

Section: Geography Intuitive Methods and 'Integral Education'mentioning

confidence: 99%

“…Ritter's importance to the formation of European geography in the 19 th century is universally acknowledged, and the influence of his ideas on several geographers who worked for public education is well known in both the French-speaking world 39 and Great Britain. 40 It is clear that the so-called natural as an alternative to an ideological state education. 42 Guillaume also dedicated to Pestalozzi a chapter of his book Études Révolutionnaires It is worth stressing that in the same years, according to Teresa Ploszajska, the introduction of fieldwork practices in British schools 'is often assumed either to have seeped down from educational practices in university practices or to be the result of Pestalozzian theories'.…”

Section: Pagementioning

confidence: 99%

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The spatiality of geography teaching and cultures of alternative education: the ‘intuitive geographies’ of the anarchist school in Cempuis (1880–1894)

Ferretti

2016

cultural geographies

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As part of current studies focusing on geographies of education and spatiality of teaching and learning, this article addresses the didactic experiences of historical anarchist schools, which opened in several countries at the end of the 19th century. The article deals especially with the example of the Cempuis School (1880–1894) in France, which was run by the anarchist activist and teacher Paul Robin. The aim here is twofold. First, the article clarifies the function of space and spatiality in the teaching and learning practices of the anarchist schools, at least according to the available sources; second, it reconstructs the international cultural transfer, still little known, of the geographical knowledge produced by scholars like Reclus and Kropotkin in the field of educational practices. Finally, the article hopes to contribute to the understanding of spatial educational practices in current alternative, democratic and radical schools.

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Section: Geography Intuitive Methods and 'Integral Education'mentioning

confidence: 99%

“…Ritter's importance to the formation of European geography in the 19 th century is universally acknowledged, and the influence of his ideas on several geographers who worked for public education is well known in both the French-speaking world 39 and Great Britain. 40 It is clear that the so-called natural as an alternative to an ideological state education. 42 Guillaume also dedicated to Pestalozzi a chapter of his book Études Révolutionnaires It is worth stressing that in the same years, according to Teresa Ploszajska, the introduction of fieldwork practices in British schools 'is often assumed either to have seeped down from educational practices in university practices or to be the result of Pestalozzian theories'.…”

Section: Pagementioning

confidence: 99%

The spatiality of geography teaching and cultures of alternative education: the ‘intuitive geographies’ of the anarchist school in Cempuis (1880–1894)

Ferretti

2016

cultural geographies

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“…In contrast to the Great Globe, these objects had to be rather small, to be manipulated in school classrooms for didactic use. The teaching of geography, in fact, was a priority for Reclus as well as for his anarchist colleagues, recalling Pestalozzi's affirmations on the importance of didactic excursions, 46 and they proposed avoiding flat maps in primary school.…”

Section: A Cartographic Collection and The Third Dimension Of The Worldmentioning

confidence: 99%

Pioneers in the history of cartography: the Geneva map collection of Élisée Reclus and Charles Perron

Ferretti

2014

Journal of Historical Geography

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In recent years, researchers have rediscovered the important cartographic collection of Élisée Reclus (1830Reclus ( -1905 and Charles Perron (1837Perron ( -1909, which contains more than 10,000 maps of all kinds from the sixteenth to the twentieth century, including several reproductions of early maps from Antiquity and the Middle Ages. This paper explores the contribution of these two geographers to the history of cartography as a critical discipline, analyzing the construction of the Reclus-Perron cartographic collection. Then, it looks at some examples of its social and political utilization at the beginning of the twentieth century, namely at the Cartographic Museum of Geneva (1907Geneva ( -1922. These materials provide an original social interpretation of the history of cartography as a critical discipline endowed of a social utility, as well as an opportunity to explore a different way of conceiving maps and geography, one which diverged from the uncritical hagiographies of geographical discoveries and cartographic accuracy which were typical of that time. Keywords Museum. BGE, Département de Cartes et PlansOne of the best examples of this approach is a map drawn by Perron (Fig. 1) standpoint, owing to the revolutions of the eighteenth and nineteenth centuries. 13 Reclus' text, using arguments which today refer to the geography of populations, sought to demonstrate that the problem of the resource shortage was not due to the growth of human populations, but to the organization of the global economy and to unequal distribution of wealth. If we consider that now our planet houses more than 7 billion people, we can infer that Reclus' arguments were not mere ideology. This map anticipated the idea of the Paris "Great Globe"as a symbol of human brotherhood, which I analyze in the next chapter. A cartographic collection and the third dimension of the worldTo understand the value of the cartographic collection of Reclus and Perron, we must first see it in its historical context, as well as in relation to the broader scientific production of these authors. As stated by Harley and Woodward, the word cartography 'is a neologism, coined by These works stood among the references for Perron in constructing the Cartographic Museum, and many of the exposed pieces, reproducing early maps, were drawn directly from these sources.

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“…Para tanto, a adoção de práticas construtivistas e intuitivas neste processo se destacam por tornar possível para os indivíduos, atribuir significado particular ao mundo real de acordo com seus processos mentais, sendo o conhecimento efetivado pela sua interação com o meio, levando em consideração aspectos sensoriais, sentimentais e intelectuais 4,5 .…”

Section: Introductionunclassified

Influência de intervenções educativas no conhecimento sobre alimentação e nutrição de adolescentes de uma escola pública

Pereira

Angelis-Pereira

2017

Ciênc. saúde coletiva

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Resumo Os hábitos alimentares de adolescentes têm sido marcados pelo alto consumo de alimentos ricos em gorduras, sódio e açúcares simples que, somados ao sedentarismo, estão diretamente relacionados com a incidência de obesidade entre outras doenças crônicas não transmissíveis tanto nesta faixa etária como na vida adulta. Este cenário reforça a urgência de se adotar programas de educação alimentar e nutricional (EAN). Sabendo-se disso, o objetivo deste trabalho foi identificar o hábito alimentar e sequencialmente avaliar o grau de conhecimento sobre alimentação e nutrição de adolescentes, intervir com EAN, aplicando dois recursos pedagógicos distintos (palestra e jogo do tipo quiz) e comparar a eficácia de ambos no processo educativo. Participaram do estudo 59 adolescentes entre 13 e 16 anos, matriculados em duas turmas da oitava série de uma escola municipal do município de Lavras – Minas Gerais. Os resultados indicaram prevalência de padrão alimentar inadequado evidenciando o consumo elevado de alimentos ricos em gorduras e açúcares simples. Tanto a aplicação do jogo como a palestra se mostraram eficientes para aumentar o grau de conhecimento dos adolescentes e, quando comparados, os métodos não mostraram diferença significativa entre si.

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Pestalozzi, Fellenberg and British nineteenth-century geographical education

Cited by 9 publications

References 25 publications

The spatiality of geography teaching and cultures of alternative education: the ‘intuitive geographies’ of the anarchist school in Cempuis (1880–1894)

The spatiality of geography teaching and cultures of alternative education: the ‘intuitive geographies’ of the anarchist school in Cempuis (1880–1894)

Pioneers in the history of cartography: the Geneva map collection of Élisée Reclus and Charles Perron

Influência de intervenções educativas no conhecimento sobre alimentação e nutrição de adolescentes de uma escola pública

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