The Educational Innovators 1750–1880

Pinker, Robert; Stewart, W. A. C.; McCann, Walter

doi:10.1007/978-1-349-00531-4

Cited by 40 publications

(20 citation statements)

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“…However, the general impact of war is visible in historical documents. For example, it is noted that the Napoleonic war influenced the discipline system in Britain (Stewart & McCann, 1967). During WWII, the development of the popular press may have given people a greater awareness, perhaps greater than that which followed the First World War (WWI).…”

Section: New Awareness Of Violent Behaviourmentioning

confidence: 99%

A time line of the evolution of school bullying in differing social contexts

Koo

2007

Asia Pacific Educ. Rev.

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These substantial works are typically reflected in the different definitions of bullying and are adapted by other nations where pre-existing theories on bullying have not yet been established. Furthermore, methods of investigating bullying (e.g. selfreports and peer nominations of victimisation), in particular the questionnaire developed by Olweus (1978Olweus ( , 1993, have been widely acknowledged and used in many countries.While not denying the validity of Owleus's questionnaire for investigating bullying, we must ask how the popular questionnaire and the definition that was used for the questionnaire can explore the unique features of bullying phenomena in different cultures. We should also consider that whether or not bullying has manifested itself in the same form and/or definition in a given nation over a period of time. If not, we should question how it has changed and evolved. These are very important issues since the final goal of studying bullying is to reduce its incidence and to prevent further potential problems (e.g. subsequent delinquency). Thus, there must be a significant amount of accumulated information which can reflect how the behaviour has been developed since earlier times. Studying the forms and A Time Line of the Evolution of School Bullying in Differing Social Contexts Hyojin KooWoosuk University KoreaThe aim of this present study is to expand our general understanding of bullying behaviour and to advance our knowledge about bullying among pupils. As evidenced by historical documents, the phenomenon of bullying is not a new concept. The fact that some people are frequently and systematically harassed or attacked by others is described in literary works and it also has been found most realistically in schools. Overall, considerable examples of bullying incidents among young people in earlier times have been found out through this study. In earlier times, according to descriptions in old documents from the 18 th to early 20 th centuries, bullying was generally described as physical harassment that usually related to a death, strong isolation, or extortion in school children. However, in contrast to the forms of bullying in earlier times, and the first descriptions of bullying as one or a few physically strong boys directly and harshly treating weaker ones, bullying in modern contexts includes more psychological and verbal threatening as well. Moreover, the meaning and forms of bullying has been expanded and developed as including mean gestures and facial expression, gossiping, and spreading rumours.

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Section: New Awareness Of Violent Behaviourmentioning

confidence: 99%

A time line of the evolution of school bullying in differing social contexts

Koo

2007

Asia Pacific Educ. Rev.

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“…This productive trade in ideas and educational practices brought strands such as spiritualism and theosophy, psychoanalysis and democracy into play. Psychology, social science, politics and philosophy informed educational ideals and pedagogical practice in a variety of cultural contexts (Stewart & McCann, 1967, 1968Stewart, 1972;Selleck, 1968Selleck, , 1972. Historical research on these topics accelerated in the 1960s and has diversified extensively since then.…”

Section: Educational Drama and Innovation In Britainmentioning

confidence: 99%

Space and Time in the Creative Curriculum: Drama and education in two island nations in the early twentieth century

Cunningham

Yamasaki

2018

ETE

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Abstract:This article aims to reflect on space, time and education in two distinct but related ways: space and time as components of pedagogy, focusing on drama in the curriculum, where space and time frame language and gesture in a complex mode of communication; and as dimensions of historiographical analysis of the evolution of educational policies and practices. Considering progressive innovations of teaching through drama in Britain and Japan, we explore relationships across space and time, drawing on documentary and mainly published evidence. For primary sources we draw on the writing of individuals such as Shoyo Tsubouchi and Kuniyoshi Obara in Japan, Harriet Finlay-Johnson and Henry Caldwell Cook in Britain. We identify a number of progressive schools, their enterprise and experiments, and consider the role of national and international forums. Sources include professional journals in English and Japanese languages, the New Education Fellowship, its conferences and its journal New Era as vehicles for exchange. Taking a critical approach to historiography, the article refers to more recent pedagogical discourse and historical scholarship by Takeo Fujikura, Manami Yoda, Gavin Bolton, Mary Bowmaker and Helen Nicholson. It concludes by considering lessons for education history, and legacies for drama in education, reflecting on current challenges for school drama in light of its past.

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“…66 Elsewhere, Kay-Shuttleworth, campaigning for a national system of government-funded education from the 1830s, argued that even pauper schools needed to be well equipped for the teaching of geography with blackboards, maps, globes, drawings and objects on the Dutch model. 67 Instrumental in the activities of the Committee of Council on Education, he helped to establish a teaching college at Battersea which was run as a community, the educational theories being partly inspired by the Pestalozzian and Fellenbergian systems. The importance of geography was emphasised on the basis that it furnished information relevant for an understanding of the growth of British political and industrial power.…”

Section: Pestalozzi Fellenberg and British Geographical Educationmentioning

confidence: 99%