Gottfried Dietrich Wilhelm Berthold (1854-1937) was one the foremost botanists and phycologists at the end of the 19th century. Born and educated in Westphalia, he enrolled at the Georgia Augusta to study plant sciences and focused on algae. After research stays at the Zoological Station at Naples he succeeded his mentor Johannes Reinke on his chair at the Institute of Plant Physiology at the Georgia Augusta Göttingen until 1923. In this study we focus on the biography of Berthold, his private and scientific life, interaction with J. Reinke and other topics related to the life of Berthold. In a second part we highlight his research on algae at the Gulf of Naples. We conclude with an evaluation of his scientific work in the light of the different phases in his life including a full bibliography of his scientific publications. Our study contributes to history of science at the Georgia Augusta.

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"1918" signifies more than the end of the First World War. The reference to the year often also justifies narratives in the history of education. On the other hand, this volume explores the simultaneities of caesurae and traditions, ruptures and continuities in regional, national, European and global perspectives. It examines diverse paradoxes of supposedly old and new pedagogical cultures and practices as well as ambivalences of youth between rebellion and attachment to educational ideals. It also focuses on the questioning of schools and pedagogy, their relegitimisation and the intertwining of social democracy and socialism with educational reforms and traditions. In this way, the volume aims at the often described "clash of ideologies" in the interwar period and at the circulation of competing knowledge, so that it discusses the complex openness of 1918 in terms of educational history.

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In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students.

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Seit ihrer Gründung am 1. August 1971 entwickelte sich die FH Bielefeld bis heute zur größten Hochschule für angewandte Wissenschaften in Ostwestfalen-Lippe - mit über 11.000 Studierenden, mehr als 230 Professor*innen und 630 Mitarbeitenden sowie seit 2015 mit einem beeindruckenden zentralen Hochschulgebäude am Campus Bielefeld. In dem anlässlich des 50. Jubiläums der Hochschule erscheinenden Buch berichten 90 Autor*innen aus Wissenschaft, Wirtschaft, Kultur und Politik über Bildung, Forschung, Lehren und Lernen und werfen so individuelle Schlaglichter auf Momente, Ereignisse und Erlebnisse aus Vergangenheit, Gegenwart und Zukunft der Bildung.

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This volume reconstructs with great detail the history and the rapid development of the prestigious research centre, Instituto Antonio de Nebrija de Estudios sobre la Universidad, founded in the late 1980s at Charles III University of Madrid and briefly risen to a truly great international research lab on University and Higher Education History in Spain and in South-American countries. On the basis of a wide range of archival and print sources, the author puts his focus on the most significant moments of the Instituto Antonio de Nebrija de Estudios sobre la Universidad, from its laborious creation in 1997 to the attempt to convert it into a LOU University Institute for Research and its incorporation into the Instituto Figuerola de Historia y Ciencias Sociales in 2009, and he introduces the countless and considerable scientific research activities promoted over the years, without leaving out that seriousness and that methodological rigour which have punctually characterized all the works produced and the initiatives made.

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Offers a history of education in the US as it has been shaped by proletarian and oppressed forces.

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Offering a novel take on the history of education in the US, A History of Education for the Many examines the development of the education system from a global and internationalist perspective. Challenging the dominant narratives that such development is the product of either a flourishing democracy or a ruling-class project to reproduce structural inequalities, this book demonstrates the link between education and the struggles of working-class and oppressed peoples inside and outside the US. In a country notorious for educating its people with an inability to see beyond its own borders, this book offers a timely corrective by focusing on the primacy of the global balances of forces in shaping the history of US education. Combining Marx’s dialectic with W.E.B. Du Bois’ historiographical approach, Malott demonstrates how the mighty agency of the world’s poor and oppressed have forced the hand of the US ruling class in foreign policy and domestic educational policies. Malott offers a unique view of the dialectical development of social control by examining the role of the police and state violence, along with education or ideology over time. This situates the 2020 uprisings against racism and the movements to defund the police within a historical context dating back to eighteenth-century slave patrols. As US imperialism declines in the 21st century and social movements across the globe continue to swell and intensify, Malott’s historical analysis looks backwards as it pushes us, optimistically and realistically, forwards towards a liberated future. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 license on bloomsburycollections.com.

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This book commemorates the history of the psychology schools in Adelaide’s three Universities: The University of Adelaide, Flinders University and the University of South Australia. Its publication in 2016 coincides with their 60th, 50th and 25th birthdays respectively. Their core activities comprise undergraduate teaching, postgraduate research training, research and postgraduate professional training.

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Uma narrativa expositiva e crítica sobre os discursos públicos em favor da educação popular, em particular, de vozes identificadas com o liberalismo e o republicanismo do século XIX. Professores, cientistas da pedagogia, jornalistas, juristas, escritores, médicos, militares elogiaram a “instrução pública” por sua funcionalidade para “engendrar comunidades harmoniosas”, destacando a importância de “formar sujeitos educados como ação propedêutica para a conquista do homem social”.

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How MIT's first nine presidents helped transform the Institute from a small technical school into a major research university. MIT was founded in 1861 as a polytechnic institute in Boston's Back Bay, overshadowed by its neighbor across the Charles River, Harvard University. Harvard offered a classical education to young men of America's ruling class; the early MIT trained men (and a few women) from all parts of society as engineers for the nation's burgeoning industries. Over the years, MIT expanded its mission and ventured into other fields—pure science, social science, the humanities—and established itself in Cambridge as Harvard's enduring rival. InA Widening Sphere, Philip Alexander traces MIT's evolution from polytechnic to major research institution through the lives of its first nine presidents, exploring how the ideas, outlook, approach, and personality of each shaped the school's intellectual and social cultures. Alexander describes, among otherthings, the political skill and entrepreneurial spirit of founder and first president, William Rogers; institutional growing pains under John Runkle; Francis Walker's campaign to broaden the curriculum, especially in the social sciences, and to recruit first-rate faculty; James Crafts, whose heart lay in research, not administration; Henry Pritchett's thwarted effort to merge with Harvard (after which he decamped to the Carnegie Foundation for the Advancement of Teaching); Richard Maclaurin's successful strategy to move the institute to Cambridge, after considering other sites (including a golfclub in Brighton); the brilliant, progressive Ernest Nichols, who succumbed to chronic illness and barely held office; Samuel Stratton's push towards a global perspective; and Karl Compton's vision for a new kind of Institute—a university polarized around science and technology. Through these interlocking yet independent portraits, Alexander reveals the inner workings of a complex and dynamic community of innovators.

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Alexander Williamson was professor of chemistry at UCL (1849–87) and a leading scientist of his time. He taught and cared for visiting Japanese students, thereby assisting them with their goal of modernising Japan. This short, accessible biography explores his contribution to nineteenth-century science as well as his lasting impact on Japanese society. In 1863 five students from the Chōshū clan, with a desperate desire to learn from the West, made their way to England. They were put in the care of Williamson and his wife. Their mission was to learn about cutting-edge Western technology, science, economics and politics. When they returned home they rapidly became leading figures in Japanese life at a particularly turbulent time, one of them serving as the country’s first prime minister. Subsequently many other Japanese students followed in their footsteps and studied at UCL. The remarkable story of the part Williamson and UCL played in the modernisation of Japan is little known today. This biography will promote a deeper understanding of Williamson’s scientific innovations and his legacy for Anglo-Japanese relations. An afterword briefly outlines the extraordinary careers of the pioneering students after they left Britain.

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In 1910, the Montesca and Rovigliano rural schools participated in the World Fair in Brussels. This initiative, led by the visionary founder Alice Hallgarten, aimed to showcase the potential of an innovative educational project developed for the children of Umbrian farmers, some of whom would even be unable to say their own last name. Hallgarten's pioneering vision obtained remarkable success, as the schools were awarded a gold medal and a diplôme d’honneur, official acknowledgments of the significance of their work. The exhibition Alice in Brussels revisits this notable event and chronicles the evolution of Montesca and Rovigliano – from their founding to the years of the interaction with Maria Montessori – highlighting a significant moment in the history of education.

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The first formally organized educational institution in Russia was established in 1685 by two Greek hieromonks, Ioannikios and Sophronios Leichoudes. Like many of their Greek contemporaries in the seventeenth century, the brothers acquired part of their schooling in colleges of post-Renaissance Italy under a precise copy of the Jesuit curriculum. When they created a school in Moscow, known as the Slavo-Greco-Latin Academy, they emulated the structural characteristics, pedagogical methods, and program of studies of Jesuit prototypes. In this original work, Nikolaos A. Chrissidis analyzes the academy's impact on Russian educational practice and situates it in the contexts of Russian-Greek cultural relations and increased contact between Russia and Western Europe in the seventeenth century. Chrissidis demonstrates that Greek academic and cultural influences on Russia in the second half of the seventeenth century were Western in character, though Orthodox in doctrinal terms. He also shows that Russian and Greek educational enterprises were part of the larger European pattern of Jesuit academic activities that impacted Roman Catholic and Eastern Orthodox educational establishments and curricular choices. An Academy at the Court of the Tsars is the first study of the Slavo-Greco-Latin Academy in English and the only one based on primary sources in Russian, Church Slavonic, Greek, and Latin. It will interest scholars and students of early modern Russian and Greek history, of early modern European intellectual history and the history of science, of Jesuit education, and of Eastern Orthodox history and culture.

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The story of sporting communities and individuals at the University of Westminster over 150 years is the second book to explore the institution's diverse history including its role as a pioneer of women's sports. Drawing upon the University's extensive archives this richly illustrated book celebrates its unique, ground-breaking sports heritage.

A print paperback can be purchased direct from the University of Westminster for £20 following this link: www.westminster.ac.uk/historybooks
Staff, students and alumni can claim a 20% discount on this price.

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Der Programmatik des lebenslangen Lernens ist ein Subjektverständnis eingeschrieben, welches das Denken an aufklärerische Wurzeln zurückführt - und zwar im Sinne einer durch Menschen verantworteten und allein auf menschliche Vernunft begründeten Selbststeuerung. Peter Schlögl zeigt: Dieser andauernde Auftrag gewollter Unabgeschlossenheit an jeden Einzelnen kann als Daseinsmetaphorik gelesen werden - mit dem Ziel anhaltender Verwirklichung geschichtlicher Vernunft.; The understanding of a subject which leads one back to contemplation of educational roots is enlisted in the objective of lifelong learning, and indeed in the sense of self-control for which people are responsible and which human reason alone justifies. Peter Schlögl shows that this ongoing contract of intentional incompleteness can be read as a metaphor for the life of any individual, with the goal of achieving a lasting historical faculty of reason.

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Aufklärung durch Wissenschaft war und ist die große Hoffnung der Moderne. Peter Faulstich greift das Verhältnis von Aufklärung, Bildung und Wissenschaft grundlegend auf und kontrastiert die Epochenprobleme der Aufklärung mit gegenwärtigen Debatten. Es zeigt sich ein Fortwirken der Fragen bis heute - wenn auch in veränderter Form. Der Rückbezug zur Aufklärung - als Aufgreifen unabgeschlossener, uneingelöster und unabgegoltener Hoffnungen auf eine Wissenschaft, die das Zusammenleben der Menschen befördert und zu entwickeln hilft - wird verknüpft mit einer Strategie »Öffentlicher Wissenschaft« als Aufgabe der Bildung.

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Die Studie analysiert die berufliche Aus- und Weiterbildung in Deutschland und stellt sie dem Ziel der EU, einen mobilitätsfördernden europäischen Bildungsraum einzurichten, gegenüber. Ein Vergleich mit der beruflichen Bildung in anderen europäischen Staaten ist einbezogen. Die Untersuchung präsentiert Vorschläge zur Überwindung der Schwächen des deutschen Systems, die auch zur Sicherung der dualen Ausbildung in Betrieb und Berufsschule beitragen sollen.

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Bewegungen sind konstitutiv für das Pädagogische. Menschliche Entwicklungsprozesse, pädagogische Beziehungen wie pädagogische Organisationen sind nur als Veränderungen in der Zeit, als Bewegungen, denkbar. Fragen der Bewegungen im Kontext pädagogischen Handelns und dessen Reflexion wurden im Rahmen des 26. Kongresses der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) in den Blick genommen. Auf Basis der Kongressdebatten sind die Beiträge dieses Bandes entstanden.; Movements are fundamental to pedagogy and education. Processes of human development, educational / pedagogical relations, or educational institutions are only conceivable when we regard their changes over time—as movements. At the same instance, movements refer to the actions of collective actors, which can be observed in history as movements of enlightenment as well as movements of pedagogy and education. Conditions of education, as well as and care, are constantly in motion. They depend on transformation processes of a society and simultaneously contribute to forming them. Pedagogical and educational movements affect humans and society.

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Wie soll mit dem historischen Ballast der Bildungsphilosophie und ihren Wiederholungszwängen umgegangen werden? Robert Wartmann leistet eine Dekonstruktion kritischen Bildungsdenkens und bringt verschiedene Ansätze im Anschluss an den Poststrukturalismus miteinander in den Dialog. Mit Bezug auf Nationalismuskritik, Subjektdezentrierung und Repräsentationskrise nimmt er drei Irritationsmomente der zweiten Hälfte des 20. Jahrhunderts als Ausgangspunkt, um bestehende bildungstheoretische Einsätze fortzuschreiben - und sorgt so für eine Verschiebung des kritischen Bildungsdenkens.

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Mount Royal College began in Calgary in 1910 as a small, private residential Methodist institution offering advanced elementary and secondary schooling to students from both the city and the rural hinterland. Today, it has become a degree-granting university with over 10,000 students in credit programs and some 40,000 more in continuing education courses. A former president of Mount Royal, Baker brings to this project his skills and insight as both historian and veteran administrator, examining the challenging process of inserting new degree programs and universities into the framework of academic credibility in Canada and continually adapting to a changing social, economic, and political environment. Catch the Gleam: Mount Royal, From College to University, 1910-2009 draws on an impressive body of archival sources, oral histories, and interviews as well as sound and current scholarship on the history and theory of post-secondary education.

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On the tenth anniversary from the death of Professor Cesare Scurati, this volume revamps research and reflection on the conceptual, methodological, and operational contribution that this scholar has offered to education at many levels, from childhood to schooling, from life-wide education to the style and ethics of being an intellectual and a teacher. The richness of the pedagogical fresco accomplished by Scurati pertains to the liveliness of a cultural season – the second half of the Twentieth century –, in which educational ideologies and epistemological fences were overcome. Despite all its contradictions and limitations, in this era Scurati achieved productive and humanistic interpretations of education and schooling. In his studies, Scurati effectively tried to improve the situation of several educational ecosystems, intertwining academic reflection and professional training, educational research, analysis of concrete institutional practices, and inspiration from abroad, especially the Anglo-Saxon world. The volume is composed by three sections: the first, Readings, offers some interpretations on the work of Cesare Scurati; the second, Paths, looks deeply on his inquiry on school systems, especially in the curricular perspective and with regards to children education; the third, Environments, gathers contributions on the multiple contexts of the so called life-wide education. The volume, therefore, proposes a non-anecdotal memory of a master, still capable of sparking interests, and promote ideals for the progress of the world.

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Argentina’s Billiken was the world’s longest-running children’s magazine, publishing 5144 issues over one hundred years. It educated and entertained generations of schoolchildren and came to occupy a central role in Argentine cultural life. This volume offers the first academic history of the whole lifespan of Billiken as a print magazine, through to its transition into a digital brand. 

As an editorial project founded at the time of the massification of print culture, Billiken was in the business of creating future citizens. From its transnational and literary beginnings, Billiken quickly became organised around the school year, offering valuable extra-curricular material aligned to the patriotic drivers of state schooling. Billiken told the story of the Argentine nation, cyclically and repeatedly, gaining such momentum that it became part of the nation’s story itself.

This volume adopts a multi-disciplinary approach to take account of the many different facets of Billiken’s content born from a combination of ideological, commercial, political and cultural drivers. This history of Billiken examines the changes, contradictions and continuities in the magazine over time as it responded to political events, adapted to new commercial realities, and made use of technological advances. It explores how Billiken magazine not only reflected society, but shaped it through its influence on childhoods, children’s culture and education, and provides an alternative window onto the history and politics of a tumultuous hundred years for Argentina.

Readers may prefer to download and cite from the PDF version of this book. This has a specific DOI and has a fixed structure with page numbers. Guidance on citing from other ebook versions without stable page numbers (Kindle, EPUB etc.) is now usually offered within style guidance (e.g. by the MLA style guide, The Chicago Manual of Style etc.) so please check the information offered on this by the referencing style you use.

Further information on the order process

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Please note: you can download the full ebook using the above buttons.
Read online or download: free
Purchase price for print volume (including shipping and handling fees): £33.38

Argentina’s Billiken was the world’s longest-running children’s magazine, publishing 5144 issues over one hundred years. It educated and entertained generations of schoolchildren and came to occupy a central role in Argentine cultural life. This volume offers the first academic history of the whole lifespan of Billiken as a print magazine, through to its transition into a digital brand. 

As an editorial project founded at the time of the massification of print culture, Billiken was in the business of creating future citizens. From its transnational and literary beginnings, Billiken quickly became organised around the school year, offering valuable extra-curricular material aligned to the patriotic drivers of state schooling. Billiken told the story of the Argentine nation, cyclically and repeatedly, gaining such momentum that it became part of the nation’s story itself.

This volume adopts a multi-disciplinary approach to take account of the many different facets of Billiken’s content born from a combination of ideological, commercial, political and cultural drivers. This history of Billiken examines the changes, contradictions and continuities in the magazine over time as it responded to political events, adapted to new commercial realities, and made use of technological advances. It explores how Billiken magazine not only reflected society, but shaped it through its influence on childhoods, children’s culture and education, and provides an alternative window onto the history and politics of a tumultuous hundred years for Argentina.

Readers may prefer to download and cite from the PDF version of this book. This has a specific DOI and has a fixed structure with page numbers. Guidance on citing from other ebook versions without stable page numbers (Kindle, EPUB etc.) is now usually offered within style guidance (e.g. by the MLA style guide, The Chicago Manual of Style etc.) so please check the information offered on this by the referencing style you use.

Further information on the order process

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Please note: you can download the full ebook using the above buttons.
Read online or download: free
Purchase price for print volume (including shipping and handling fees): £33.38

Argentina’s Billiken was the world’s longest-running children’s magazine, publishing 5144 issues over one hundred years. It educated and entertained generations of schoolchildren and came to occupy a central role in Argentine cultural life. This volume offers the first academic history of the whole lifespan of Billiken as a print magazine, through to its transition into a digital brand. 

As an editorial project founded at the time of the massification of print culture, Billiken was in the business of creating future citizens. From its transnational and literary beginnings, Billiken quickly became organised around the school year, offering valuable extra-curricular material aligned to the patriotic drivers of state schooling. Billiken told the story of the Argentine nation, cyclically and repeatedly, gaining such momentum that it became part of the nation’s story itself.

This volume adopts a multi-disciplinary approach to take account of the many different facets of Billiken’s content born from a combination of ideological, commercial, political and cultural drivers. This history of Billiken examines the changes, contradictions and continuities in the magazine over time as it responded to political events, adapted to new commercial realities, and made use of technological advances. It explores how Billiken magazine not only reflected society, but shaped it through its influence on childhoods, children’s culture and education, and provides an alternative window onto the history and politics of a tumultuous hundred years for Argentina.

Readers may prefer to download and cite from the PDF version of this book. This has a specific DOI and has a fixed structure with page numbers. Guidance on citing from other ebook versions without stable page numbers (Kindle, EPUB etc.) is now usually offered within style guidance (e.g. by the MLA style guide, The Chicago Manual of Style etc.) so please check the information offered on this by the referencing style you use.

Further information on the order process

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»The Higher Education System of the City of Königsberg in Prussia 1800 to 1915«: The study is the first to present the secondary school system of the capital and royal seat Königsberg in Prussia in the period from 1800 to 1915 – against the background of striking supraregional events affecting the entire state of Prussia. The author explores the regional characteristics of the ›Gymnasien‹ as well as the development of the ›Realanstalten‹ and the higher education of girls. Among the eight schools included, the ›Königliches Friedrichs-Kollegium‹ occupies a prominent position because of its model character for all of Prussia. Wilhelm von Humboldt‘s activities in Königsberg, which were fundamental for the school reform from 1809 onwards, and the Königsberg school plan he developed there are dealt with in detail by the author. In accordance with Humboldt‘s goal of equal status for the subjects Latin and Greek, mathematics and history, these and the corresponding teaching subjects as well as research at Königsberg University are considered in detail. A separate chapter is devoted to the reception of Humboldt‘s school concept in the Baltic provinces.

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Die Kapitel zur »pädagogischen Provinz« aus Goethes spätem Roman »Wilhelm Meisters Wanderjahre« präsentieren nicht nur einen eigenwilligen erzieherischen Entwurf sowie einen rückblickenden Kommentar zu den Bemühungen des selbsternannten »pädagogischen« 18. Jahrhunderts. Gleichzeitig markieren die hier aufgerufenen Diskurse und Dispositive ein Spannungsverhältnis zwischen einerseits Theater/Theatralität und andererseits Erziehung/Bildung. Von Goethes Inszenierung dieser Spannung her erweisen sich einige Klassiker der Erziehungs- und Bildungsliteratur als Vorboten für die im frühen 21. Jahrhundert um sich greifenden Theatralisierungstendenzen auf dem Bildungs- und Arbeitssektor: Rousseaus Erziehungsbibel »Émile«, Goethes eigene »Lehrjahre« und andere.

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Recoge este libro, De Al-Ricotí al rector Sabater, complementarios acercamientos a la evolución de la enseñanza superior en Murcia, acercamientos que acaban, en conjunto, por ofrecer un friso más o menos integral de su desarrollo histórico, desde el foco islámico encontrado por los castellanos al someter el territorio en el siglo XIII, pasando por los colegios regulares y episcopales de la Baja Edad Media y la Edad Moderna, así como por las experiencias universitarias libres de la centuria decimonónica, hasta alcanzar la Universidad erigida en 1915 con su desenvolvimiento hoy ya centenario.

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Pourquoi des étudiants japonais décident-ils de participer à un stage de langue et de culture, organisé par leur université, en France　? Quelles significations donnent-ils aux expériences qu’ils y font　? Pour comprendre les éléments qui structurent une expérience de mobilité académique courte entre Japon et France, l’auteure de l’ouvrage, s’engageant dans une recherche-implication, se penche sur plusieurs séries de restitutions d’expérience produites, sur prescription institutionnelle, par des étudiants-voyageurs avant, pendant ou après leur séjour en France. Elle prend le parti de développer son analyse, relevant d’une approche qualitative, autour de la nature fragmentaire des récits recueillis et d’y rechercher les traces qui dénotent, malgré la variété des supports et des formats d’écriture, la cohérence de l’ensemble. Explorant le rôle joué par ces écrits de restitution dans ce qu’elle nomme une «　situation d’expérience de mobilité　», elle met au jour l’existence d’un métarécit de l’expérience de séjour à l’étranger　: celle-ci ne se jouerait-elle pas alors plus au Japon qu’en France ?

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First longue durée transnational history of a university, surveying its cross-border ties and offering a new model for writing university history. Since its foundation in 1425, Leuven University has always been a transnational institution. Decentering Leuven University explores how this transnational character has shaped the university across six centuries, with cross-border ties emerging as a recurring theme throughout its history from the Middle Ages to the present day. However, these ties are more than just a recurring theme: they provide an innovative approach to writing university history. Taking the myriad cross-border ties as a methodological starting point makes it possible to view the history of the university from a new perspective. The rich variety of these ties highlights the complexity and diversity within the university. The author discusses, among other things, Leuven’s role as a center of European humanism in the 15th century, the significance of its Irish and Dutch mission colleges during the Counter-Reformation, the university’s more recent involvement in the Belgian colonial project, and the emergence of research institutes as hubs of transnational collaboration in the 20th century. Emphasizing these transnational ties leads to two forms of decentering the university’s history: it underscores the university’s embeddedness in a variety of cross-border networks, and it highlights the role of individual scholars, students, colleges, and research institutes in creating and maintaining these ties.

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El México de principios de la década de 1940 representa un parteaguas en la historia nacional. Se dejaba atrás el radicalismo cardenista para dar inicio a un proyecto de nación que pregonaba la conciliación como fundamento político y marcaba las directrices para un cambio social y económico. El propósito de este libro es dar cuenta de las transformaciones que experimentó la educación y el papel crucial que desempeñó en la construcción del México moderno.

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How do American intellectuals try to achieve their political and social goals? By what means do they articulate their hopes for change? John McGowan seeks to identify the goals and strategies of contemporary humanistic intellectuals who strive to shape the politics and culture of their time. In a lively mix of personal reflection and shrewd analysis, McGowan visits the sites of intellectual activity (scholarly publications, professional conferences, the classroom, and the university) and considers the hazards of working within such institutional contexts to effect change outside the academy. Democracy's Children considers the historical trajectory that produced current intellectual practices. McGowan links the growing prestige of "culture" since 1800 to the growth of democracy and the obsession with modernity and explores how intellectuals became both custodians and creators of culture. Caught between fears of culture's irrelevance and dreams of its omnipotence, intellectuals pursue a cultural politics that aims for wide-ranging social transformations. For better or worse, McGowan says, the humanities are now tied to culture and to the university. The opportunities and frustrations attendant on this partnership resonate with the larger successes and failures of contemporary democratic societies. His purpose in this collection of essays is to illuminate the conditions under which intellectuals in a democracy work and at the same time to promote intellectual activities that further democratic ideals.

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In der geschäftigen modernen Welt ist der Mensch zunehmend auf der Suche nach dem, was noch möglich ist: Welche Chancen bieten sich noch? Welche verborgenen Fähigkeiten wollen geweckt werden? Die Suche nach dem ungelebten Leben, nach den »Potentialen« ist symptomatisch für unsere Zeit. Florian Heßdörfer hinterfragt mit seiner genealogischen Rekonstruktion dieses Narrativ und seine Geschichte. Dabei wird deutlich, wie sich die Figur des individuellen Potentials als pädagogisches Leitmotiv etabliert, das die Verschiedenheit der Menschen thematisiert und ihre leistungsorientierte Integration in produktive Gemeinschaften organisiert.

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"The distorted stereotype of the pre-modern elementary school teacher as a poor starving man with deficient educational knowledge is still omnipresent in historical depictions of the Swiss elementary school system. Nevertheless, little is known about the social profile and the lives of elementary school teachers around 1800. From the Elementary School Survey of 1799, known as the Stapfer-Enquête, biographical data of over 2,300 teachers is available, which was analyzed quantitatively and comparatively using the methodological approach of collective biographies in order to explore the social profile, biographical careers and social status of elementary school teachers in the Helvetic Republic. With regard to the social background of teachers at the beginning of the 19th century, the study shows that, contrary to the perceived poverty paradigm, the majority of teachers – female teachers were still the exception – were not recruited from the lowest social strata, but came from small-scale farms and craft milieus of the local middle classes. In addition, regional surveys show that there was no lack of suitable candidates for the school classrooms, and that the teaching profession even represented an attractive communal resource. Furthermore, despite the enormous local disparities, not every teacher was destitute, for many teachers were able to support their families from teaching income alone, as teachers, on average, had more children than those of similar occupational groups. The fact that the teaching profession was not an opportunistic alternative occupation becomes apparent in a comparison of the generationally differentiated career paths. Regardless of their financial situation, the majority of elementary school teachers took up the teaching profession as adolescents or young adults and pursued it in the long term. Upon assumption of the teaching profession, many teachers also changed their professional profile in the sense of a destratification of their gainful activities. Discontinuous professional profiles became more frequent, in that former activities were consciously renounced or replaced by church auxiliary service. The beginning of the professionalization of the teaching profession can thus already be dated in the career paths of teachers before 1800, despite the still missing uniform training structures. The teaching profession itself, along with the frequently practiced connection with church auxiliary service, gave teachers a high intangible social capital in addition to income. This social capital is reflected in above-average marriage rates for teachers. Furthermore, regional sources reveal a high degree of satisfaction with the teachers‘ professional performance, often in harsh contrast to critical individual reports, which simultaneously attest to professional incompetence. In this way, these often-criticized elementary school teachers were the central diffusers of Swiss literacy, which was already largely comprehensive around 1800, putting their performance and the early modern educational system in a brand new light. "

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In the school year 2017/18, about 317,000 students with ascertained “special educational needs” have been taught in “special schools” (german: “Sonderschule” or “Förderschule”) in Germany. These special schools are still the place of study for about 6 of 10 of all students with special educational needs. Despite these high numbers of students, the actual organizational conditions at the special schools are hardly in the focus of special pedagogical research. The content of this thesis, therefore, is to elaborate on the development of the special education system with regard to its real organizational conditions in the light of national educational policy recommendations (Western Germany). On the one hand the database consists of publications by national actors in the school system, in particular the KMK (Standing Conference of the Ministers of Education and Cultural Affairs of the Länder) and the special education association VDS (today’s name: Verband Sonderpädagogik e.V.), and on the other hand it consists of the official school statistics data of the Federal Statistical Office and the statistical offices of the Länder as well as the statistics on special education of the KMK. The educational policy recommendations are being compared to the real development. This is done for each defined individual main area of support. Thus, special-purpose research is added to the existing pedagogic research. The research is supplemented by further analyses, such as the proportion of boarding schools or the importance of private schools. Finally, extensions to the statistical database will be developed in order to more specifically illustrate the learning conditions at special schools. Further, reference is also made to statistical needs for the future mapping of the inclusive special educational support.

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The book publishes for the first time private letters from an to Leo Thun-Hohenstein, minister of education 1849–1860. In this periode Thun profoundly reformed the Austrian educational system.

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Was veröffentlichten Göttinger Professoren wann in welchen Medien? Der Göttinger Publikationsbetrieb am Beginn moderner Wissenschaftlichkeit zeigt den Wandel von Professoren, die veröffentlichen, zu Autoren, die lehren.Das Buch bietet 15 Publikationsprofile Göttinger Universitätslehrer – wann, zu welchen Gegenständen, in welchen Medien, in welcher Abhängigkeit von ihren Fächern und ihrer Lehrtätigkeit die Professoren ihr Wissen veröffentlichten. Es zeigt die Universität in Aktion und führt aus, wie aus Professoren, die publizierten, Wissenschaftsautoren wurden, die lehrten. Drei Generationen werden aufeinanderfolgend vorgestellt: die Führungsspitze der Universität ab 1750 mit dem Mediziner Albrecht von Haller, dem Orientalisten Johann David Michaelis, dem Juristen Johann Stephan Pütter, dem Kirchenhistoriker Christian Wilhelm Franz Walch und dem Altertumswissenschaftler Christian Gottlob Heyne; die Generation ab 1770 mit dem Staatswissenschaftler August Ludwig Schlözer, dem Technologen Johann Beckmann, dem Physiker Georg Christoph Lichtenberg, dem Popularphilosophen Christoph Meiners und dem zoologischen Anthropologen Johann Friedrich Blumenbach; sowie zuletzt die Hochschullehrer nach 1800 mit dem Theologen Carl Friedrich Stäudlin, dem Astronomen Karl Ludwig Harding, dem Zoologen Friedrich Albrecht Anton Meyer, dem Forensiker und Geburtsmediziner Ludwig Julius Caspar Mende und dem klassischen Archäologen Friedrich Gottlieb Welcker. Das Buch zeigt, welche fachlichen Inhalte an der Universität Göttingen erarbeitet wurden und verfolgt die Entfaltung wissenschaftlicher Disziplinen dabei. Es führt von der Formierung von Wissenschaftsgegenständen und der Periodisierung der Forschungspublikation über die Formulierung von Forschungszielen und das »Journalisieren« des Publizierens in der zweiten Generation bis hin zur Verselbstständigung der Disziplinen nach 1800.

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The book deals with the question of categorization and diagnostic processes in the school sys-tem and the therewith linked specification of normality and deviation. The problem is elabo-rated by a historical-systematic approach: On the basis of current discourses on (un-)desirable characteristics and behavior in school, the question of how these categories have developed in the Swiss educational landscape since the establishment of the public elementary school around 1830 until the beginning of the 20th century is analysed. Among others one guiding principle is, that ideas, concepts, their implementation as well as related measures and actor participation have developed upon the connected history, culture and related systems and that these can only be understood and reflected within this context.The problem is elaborated on the basis of various sources from the pedagogical environment in Switzerland in the 19th century. These can be assigned to the context of the professionali-sation and training of teachers from 1830 onwards. On the one hand, there are pedagogical teaching materials and textbooks from the teacher training seminars of the defined research period. On the other hand, there are profession-specific newspapers – such as the “Schweize-rische Lehrerzeitung” – in which discourses of the teaching staff as well as of other actors are explored in order to negotiate the ideas of normality and deviation. By means of the analysis of the source corpus, in conjunction with discourse-analytical approaches and actor-centered institutionalism, key components in relation to the diagnosis of deviant children at school as well as processes of category formation and application are can be illustrated and analysed. The findings are finally discussed and problematised in the context of educational theories.One of the findings is, that in the development and application of categories it becomes apparent that different categories and patterns of differentiation are applied over different thematic epochs. It is interesting to note that this does not involve a replacement of existing attributions, but rather an addition by new categories, and thus an accumulation of the same. The variety of possibilities for classifying the “abnormal” at school thus increases conti-nuously over time. This accumulation again is associated with new measures and institutional changes. The increasing involvement of various actors and the professionalisation processes taking place are main factors therein. For example, it can be seen that teachers – and thus also elementary schools – did not just rely on achievement-based categories or relevant behavioral patterns at school when deciding to exclude children. They also relied on moral concepts and notions of what was considered “ideal”. Around 1900, the focus was increasingly on assessing socio-economic factors and the “bourgeois” status of family constellations. Among others, poverty, working mothers, “immoral” lifestyles, intellectual limitations or alcoholism served as explanations for schoolchildren’s “deviant” behavior or their bad school marks.

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This book is a contribution to the philosophical discourse on education. Education is considered a tool of philosophy. Education (paideia) and politics (politeia) are equal in importance for building a sustainable society free from feud and unhappiness. Discursive thinking through of education is based on Plato’s dialogues and the results of epistemological, metaphysical and ethical research in the fields of cosmology, sociology and neuroscience. The author demonstrates the potential of the threefold scheme of philosophy, a Platone philosophandi ratio triplex, for ordering individual and collective discourse and way of life in strict accordance with the intelligible complexity of the expanding cosmos. An essential read for students and scholars interested in the crossroad between education and philosophy.

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Lilli Riettiens untersucht spanischsprachige Reiseberichte, die von der Atlantiküberquerung mit dem Dampfschiff erzählen, und nimmt die reisenden Körper und ihre Praktiken in den Blick. Im Spannungsfeld von Körper und Raum beleuchtet sie die geografischen und sozialen Räume, die durch die Bewegung der reisenden Körper auf textueller Ebene entstehen. Ihre Perspektive zeigt die maßgebliche Beteiligung der schreibenden Transatlantikreisenden an der Herstellung sozialer Wirklichkeit(en).

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As a cultural technique, drawing was firmly anchored in the realities of European society from early modern to modern times. Based on this fact, the present volume asks for the first time about the significance of drawing and drawing education in other cultural areas. Indigenous methods of drawing and sign-learning in Arabic, Asian, Latin American, North American and European countries are addressed as well as historical transfer processes of didactic methods, aesthetic norms and educational institutions of drawing instruction.

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The story of the University of Westminster is the fifth volume in a series of titles exploring the University's long and diverse history. This book celebrates the twenty-fifth anniversary of the institution gaining university status, the right to award its own degrees and to participate in publicly funded research. Drawing on extensive research conducted in the University of Westminster Archive this volume investigates the evolution from Polytechnic to University within the broader context of the transformation of UK higher education in the late twentieth and early twenty-first centuries.

A print paperback can be purchased direct from the University of Westminster for £20 by following this link: http://www.westminster.ac.uk/historybooks.
Staff, students and alumni can claim a 20% discount on this price.

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The story of the University of Westminster is the fifth volume in a series of titles exploring the University's long and diverse history. This book celebrates the twenty-fifth anniversary of the institution gaining university status, the right to award its own degrees and to participate in publicly funded research. Drawing on extensive research conducted in the University of Westminster Archive this volume investigates the evolution from Polytechnic to University within the broader context of the transformation of UK higher education in the late twentieth and early twenty-first centuries.

A print paperback can be purchased direct from the University of Westminster for £20 by following this link: http://www.westminster.ac.uk/historybooks.
Staff, students and alumni can claim a 20% discount on this price.

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The story of the Polytechnic and of the legacy of Quintin Hogg is the third publication exploring the University of Westminster's long and diverse history. A fitting tribute to the life and legacy of Hogg, his holistic approach to education and the institute he created. This book is richly illustrated with images from the University's Archive.

A print paperback can be purchased direct from the University of Westminster for £25 following this link: www.westminster.ac.uk/historybooks
Staff, students and alumni can claim a 20% discount on this price.

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The story of the Polytechnic and of the legacy of Quintin Hogg is the third publication exploring the University of Westminster's long and diverse history. A fitting tribute to the life and legacy of Hogg, his holistic approach to education and the institute he created. This book is richly illustrated with images from the University's Archive.

A print paperback can be purchased direct from the University of Westminster for £25 following this link: www.westminster.ac.uk/historybooks
Staff, students and alumni can claim a 20% discount on this price.

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This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.

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This volume reveals how manuscripts may be used in gaining knowledge of educational practices across Africa, Asia and Europe from the Babylonian period up to the twentieth century. Four major research topics are addressed: transmission of knowledge through institutional or private educational settings, organisation of knowledge as reflected in syllabi, exegetical practices and annotations, adaptation of learning traditions.

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What have been the biggest successes in educational technology – and why have they succeeded when others have failed?

Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

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What have been the biggest successes in educational technology – and why have they succeeded when others have failed?

Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

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What have been the biggest successes in educational technology – and why have they succeeded when others have failed?

Educational Visions shows how innovations including citizen science, learning at scale, inclusive education, learning design and analytics have developed over decades. The book is shaped by the visions pursued by one research group for the past 40 years. It outlines the group’s framework for innovation and shows how this can be put into practice to achieve long-term results that benefit both students and teachers at every educational level.

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It is not an accident that American engineering is so disproportionately male and white; it took and takes work to create and sustain this situation. Engineering Manhood: Race and the Antebellum Virginia Military Institute examines the process by which engineers of the antebellum Virginia Military Institute cultivated whiteness, manhood, and other intersecting identities as essential to an engineering professional identity. VMI opened in 1839 to provide one of the earliest and most thorough engineering educations available in antebellum America. The officers of the school saw engineering work as intimately linked to being a particular type of person, one that excluded women or black men. This particular white manhood they crafted drew upon a growing middle-class culture. These precedents impacted engineering education broadly in this country and we continue to see their legacy today.

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