Monitors and moralists: the Lancasterian system of mutual education and the vision of a new moral order in Spanish America, 1818–1831

ABSTRACT

Spanish American independence leaders acted as both monitors and moralists for their emerging nations. Their adoption of the Lancasterian monitorial school system, along with their efforts to legislate new republican moral codes, revealed the contradictions that led to the failure of so many of that idealistic generation’s dreams. They could not broaden literacy without opening avenues of expression to those new voices and thereby relinquishing some measure of control. They could not make a place for lower classes, women or indigenous people in their programmes and rhetoric, without jeopardising their own privileged position. They could not quite determine how to encourage individual freedom while maintaining public order. The widespread introduction of the Lancasterian monitorial school system along with new moral codes for behaviour suggests that these elites had a revolutionary plan to refashion their society, but were also deeply conservative in their desire to make the rest of the citizenry more like themselves.     

The Persistence of Educational Semantics: Patterns of Variation in Monitorial Schooling in Colombia (1821–1844)

This contribution deals with the adoption and interpretation of the monitorial system of education in Colombia between 1821 and 1844, a period during which this pedagogical method was almost mandatory for all the country’s elementary schools. The analysis focuses on the differences between “local necessities” and “local semantic resources” in the interpretation and adoption of the method. The author shows that whereas its implementation in Colombia was closely related to the construction of a new, independent and republican political order, many practices and interpretations reveal astonishing similarities to the history of the method in Spain. These similar features are illustrated at the level of curriculum, teaching practices and educational knowledge. The author discusses how these continuities marked the reception of the method even though the cultural relations between Spain and Colombia were strongly weakened during this time. This fact is interpreted in terms of the persistence of a Hispanic American cultural semantics, which pervaded the circulation and appropriation of purportedly universal educational models.     

班导生制度的探索

阐述了导生制和班导生制的含义,分析了实施班导生制度的重要性,并结合工作实践,讨论了目前在实施导生制中存在的主要问题及其对策。     

"导生制"在贫困地区普及义务教育中的作用--中印两国比较

本文建立在对中印两国贫困地区义务教育现状比较的基础上,分析了"导生制"存在的条件和特点,指出在当今中印两国贫困地区普及义务教育的现状下,"导生制"仍有其存在的条件和意义,并具体阐述构想了"导生制"的实施形式及其在两国贫困地区普及义务教育中的作用.     

Classes in themselves and for themselves: the practice of monitorial education for different social classes in Sweden, 1820−1843

This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as segmentation and discipline, the article analyses sources from 30 schools for the working classes and 40 academic schools to show how monitorial education was used in different schools. The mechanical exercises used in schools for the working classes were not implemented in the academic schools, where the role of monitors was more that of a teacher than a monitor. As this article demonstrates, these distinctions correspond to the different purposes of the schools. The schools for the working classes were directed towards instilling obedience, while the academic schools sought to awaken self-activity.     

Esclaves,Militaires et Libéraux: les Chemins de l’Enseignement Mutuel au Brésil (1808–1854)

Mutual/monitorial teaching was officially introduced in Brazil under the “Decree of the First Letters” on 15 October 1827. Such a decree was the first law on National Public Instruction of the Brazilian Empire and proposed the establishment and the adoption of the Lancasterian approach in elementary schools. This study analyses the beginning of the mutual/ monitorial teaching in Brazil between 1815 and 1827 and the political‐administrative obstacles to its implementation from 1827. Such an approach was influenced by the Société pour l’instruction élémentaire, founded in France in 1815 to promote the diffusion of mutual teaching. It also analyses the teachers’ formation based on the theoretical and practical principles of the mutual/monitorial teaching as explained in Baron de Gérando’s book, widely diffused in Latin America, Cours Normal des instituteurs primaires, ou Directions relatives à l’Education Physique, Morale et Intellectuelle dans les Ecoles Primaires (1832).     

Exposure to the eyes of God: monitorial schools and Evangelicals in early nineteenth‐century England

Through a close analysis of the links between nineteenth‐century Protestant missionary thought and the British and Foreign School Society (BFSS) this article suggests that to distinguish Enlightenment educational and social reform from evangelism is mistaken. Emblematic of the social reform projects which emerged in England as responses to the challenges of the French Revolution and rapid urbanisation, the BFSS was the outgrowth of Joseph Lancaster’s efforts at spreading the method of education he pioneered, the monitorial system, throughout the British Isles and, ultimately, the world. Despite the strong association between the BFSS and various utilitarian thinkers, evangelicals of late‐eighteenth and early‐nineteenth‐century England came to view the Society and the monitorial system as means by which to integrate all the peoples of the world into the Lord’s dominion. Becoming part of that dominion entailed subjecting oneself to constant moral scrutiny, and monitorial schools were regarded as a means by which to ensure such self‐examination. In short, missionaries seized upon monitorial schools because their aims were parallel to those of educational reformers in the metropole. Where home reformers aimed at the normalisation of the body of English political subjects, the development of the English social body, missionary reformers aimed at the normalisation of the body of God’s children.     

有关建立三三二式导生制的探析——以四川大学法学院导生制实施为例

文章通过分析与比较总结出在本科教育阶段需要关注的的四大方面即：本科生导师制存在的不足、独生子女大学生数量增加、新生入学“心理成熟”期过长、学习适应期长,提出了导生制在高校实施的必要性。进而研究目前我国高校所普遍采用的导生制的模式,通过分析发现其中的弊端,并一一提出解决的初步策略,提出“三位一体三段二层式导生制”。接着结合四川大学法学院导生制实施的实际情况对该模式进行进一步的探析,最终确立一种新的综合性导生运作模式即“三位一体三段二层式导生制”,简称“三三二式导生制”。     

‘Cheap,efficient, and easy to implement’? Economic aspects of monitorial education in Swedish elementary schools during the 1820s

This article investigates the economic aspects of monitorial education in Sweden during the 1820s. In contrast to previous research, which has often emphasised monitorial education as a cheap method of education, this article shows that this was rarely the case. Monitorial education could in fact lead to increased costs, especially during the initial stage of implementation. By analysing the minutes and accounts of some 30 Swedish schools which introduced monitorial education during the 1820s, it is shown that the new method did not result in any real savings in terms of expenditure on teachers, school premises or school supplies. The method’s only real potential for savings was lowering the total cost per pupil by increasing the number of children per teacher. However, this was possible only in cities, where the population concentration was high. Overall, monitorial education was not cheap, efficient and easy to implement from an economic perspective.     

Differences in the Fears of Elementary School Children in North and South America: A Cross-Cultural Comparison

This study compared the fears of North American and South American children in Grades 2–5. Fears were assessed with English and Spanish versions of the American Fear Survey Schedule (FSSC-AM; Burnham 2005). Specific fears and several most common fears differed across the two countries. Overall, the South American children and the girls from both countries had significantly higher fear intensity scores than North American children and the boys. Fear intensity scores also differed significantly across racial backgrounds. Implications for counsellors and directions for future research are considered.     

L'enseignement mutuel à Genève ou l'histoire de l'‘échec’ d'une innovation pédagogique en contexte: L'école de Saint‐Gervais, 1815–1850

In the first half of the nineteenth century, the monitorial system was for some elites the pedagogical invention that could realize the project to provide education for all children of the popular classes. Despite this not being the main pedagogical method, its diffusion was large at first but after a few years it was gradually abandoned. To understand this pendulum movement, this paper tries to show the political, ideological, social and pedagogical involvements of the method. What was its role in providing education for popular classes? Which social and political projects sustained it? Which actors and factors supported it and then gave it up? What were its practices? What was the evolution of the method? From the viewpoint of social and cultural history, this paper aims to analyse and explain the process of this pedagogic innovation through the case of the monitorial system in Geneva from 1815 to 1850.     

美国国家教育质量奖的特点分析

随着教育的改革和发展,教育质量的提高越来越被教育管理者所重视。文章从美国国家教育质量奖的核心价值观、框架结构和指标体系出发,系统分析了美国国家教育质量奖的特点,旨在为我国建立教育质量奖提供些许借鉴。     

导生制在高校助困工作的应用

高校助困工作是学生工作的重要环节,导生制在高校助困工作中有其自身的优势。基于高校双困生的现状,根据导生制的特点,对其在高校助困工作的应用做了探讨。     

Marketing pedagogy: Nonprofit marketing and the diffusion of monitorial teaching in the nineteenth century

The article investigates the spread of one of the first pedagogical concepts available worldwide during the first half of the nineteenth century: the monitorial system. Its wide diffusion depended, to a considerable extent, on the work of voluntary organisations. The article investigates the work of the two most important of these, the British and Foreign School Society and the National Society. It focuses on the strategies these two charities employed in acquiring donations in a voluntary sector that was densely populated and highly competitive. Drawing on modern marketing concepts as analytical tools, the article argues that the monitorial system’s wide diffusion was to a considerable extent the result of early forms of marketing. By introducing marketing concepts in the history of education, the article seeks to broaden the debate on the diffusion of educational concepts and, moreover, to contribute to the relatively new field of (nonprofit) marketing history.     

高职高专学生思想教育理念的探析

高职高专学生思想教育理念的问题,看起来比较抽象,但它确是我们如何做好学生工作的指导方针,也是我们开展工作的指导性原则。那么我们应当按照什么样的理念来做学生思想教育工作,笔者认为,应当坚持科学发展观,构建高职高专学生思想教育“以人为本”的理念体系：坚持育人为本、德育为先,树立高职高专学生思想教育新观念;坚持学生本住,强化高职高专学生思想教育的服务意识、尊重意识和情感意识。用伟大的爱心去融化学生心中的冰层,去开启学生被尘封的心智,去拓展学生美好的人生。     

Ideological composition of the classroom: testing the effects of polarization on perceptions of open classroom climate among students in five countries

Abstract

This quantitative study tests the relationship between ideological classroom composition and perceptions of open classroom climate. Using data from the 2016 International Education Association’s International Civic and Citizenship Study, the study uses latent class analysis and multilevel regression modelling across five countries. First, latent class analysis identified students as low or high socioeconomic status. To assess ideological polarization, the gap between support for gender equality and ethnic rights was calculated between groups. Finally, a multilevel regression model measured the relationship between ideological polarization and students’ perception of open classroom climate. Across three countries, results found negative associations between increased polarization and perception of an open classroom climate. Additional testing identified that polarization modified the relationship between student socioeconomic status and perceptions of open classroom climate in Croatia.     

建立我国刑事判例制度刍议

当今世界，最原始的大陆法系和英美法系的概念已不复存在。在司法活动中，大陆法系国家在成文法阵地的同时，已允许判例占一定的地盘；英美法系国家虽然仍恪守“遵循先例”的传统的共同趋势，我国是一个有着悠久成文法历史的国家，判例曾经在刑事司法活动中占据了重要的地位，但在当代，判例却仅仅起着参考的作用。近年来，我国学者对外国的判例制度进行了探讨，提出建立我国刑事判例制度的建议。     

Validation of the Attitude-Older Adult and Aging-Visual Analogue Scales (At-O-A)

ABSTRACT

Occupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties.     

"判例教学法"对我国法律教育的启示

“判例教学法”是美国法律教育中普遍采用的一种教学方法，它以培养和提高学生的法律职业能力为目标，坚持理论与实践相结合的教学观，具有教育面向司法现实、传授知识与培养能力相结合的特点。我国目前的法律教育存在明显的缺陷，采用传统的讲授教学法，不利于学生能力的培养。我国的法律教育应借鉴“判例教学法”的做法，引进和移植案例教学法。     

高校学生管理的创新模式——导生制

从当代大学生的特点、学校实际情况、学分制改革等方面分析当前我国学生管理实行导生制的必要性,并结合实际工作阐述了导生的培养管理和导生的考评奖励机制,以期进一步加强高校学生管理工作。