The educational theorists, the teachers, and their history of education

Abstract

The following contribution expands the current discussion on the status and function of the history of education at the methodological, or epistemological, level by introducing the perspective of a history of educational knowledge. This opens up a theoretical option for educational historiography that avoids the identification of history of education with history of a discipline, or the institutionalized knowledge of education and teaching. As a consequence, some history of education topoi -as the history of a discipline -can be called into question and practiced historically rather than educationally or morally.

A Program Aimed Towards the Struggling Science Teachers of English Language Learners: A Proposition

“…In efforts to tackle each of the challenges faced by the students and teachers, the respective theoretical frameworks developed to understand these challenges are later mentioned. These references, attributed to prominent educational theorists, are made to shed light on the use of theoretical and practical aids to inform and further develop a teacher's practice (Casale, 2004). The conclusive proposed program employs the cultural-historical activity theory (CHAT) through a Vygotskian perspective while incorporating elements of a Tylerian objectives-based approach.…”

La filatelia como fuente histórica: vida y obra de Comenio

“…El planteamiento del problema gira en torno a dos reflexiones; la primera, en relación a la importancia de la Historia de la Educación, y la segunda, en la propuesta de la filatelia como fuente histórica de la Historia. Con relación a la primera, y de acuerdo con Genovesi (1991), Casale (2004) y Mallo-Gambetta (2009), en los debates contemporáneos de la Historia, es la Historia de la Educación, la que permite una comprensión del contexto social y cultural, en los que se desarrollan las diferentes manifestaciones del proceso educativo. La ausencia del componente histórico en la educación ha contribuido a su "empobrecimiento conceptual" (Mallo-Gambetta, 2009, p.86); en este sentido, Genovesi (1991) escribe: "La investigación histórica-educativa viene a ser así uno de los medios indispensable para comprender la génesis de numerosas teorías pedagógicas, para el examen preciso de su estrecha interacción con las fuerzas sociales que la han producido, apoyado o sufrido."…”