Description
Book SynopsisDocumenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography.
Covering more than 200 years and multiple national contexts, this book's case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical heroes have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training
Table of Contents
Introduction 1. Historicizing Educational Historiography 2. Investigating Educational Historiography Part I Historiographical Reception History 3. Literacy History: Books as Cultural Mediators 4. Felbiger in Educational Historiography Part II Historical Reception History 5. Method as a Way to Order 6. A Silesian Prelate Ordering an Empire 7. Crossing the Borders – The French Case 8. Crossing the Borders – The Swiss Case 9. Normál iskolai, Scuola Normale, Normal skole - Circulation and Reception Processes in Other Geographical Areas. Ideology Critique, Conclusion
