東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Educating the masses: A political an...

Welch, Steven Robert.

FindBook

Google Book

Amazon

博客來

Educating the masses: A political and social history of elementary education in Bavaria, 1800-1918.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educating the masses: A political and social history of elementary education in Bavaria, 1800-1918./
作者:	Welch, Steven Robert.
面頁冊數:	778 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0965.
Contained By:	Dissertation Abstracts International51-03A.
標題:	History, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9020628

Educating the masses: A political and social history of elementary education in Bavaria, 1800-1918.
Welch, Steven Robert.

Educating the masses: A political and social history of elementary education in Bavaria, 1800-1918. - 778 p.

Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0965.

Thesis (Ph.D.)--Columbia University, 1989.

This study provides a comprehensive account of the origins and development of the elementary school system in the state of Bavaria from 1800 to 1918. It examines the aims and policies of government authorities and school reformers as well as the actual practice of popular education. Continuity and change in the areas of curriculum, method, attendance, school discipline, and schoolbooks are traced over the course of the century, and a social history of the elementary schoolteachers is also included. The study concludes that a dialectic of constraint and liberation characterized popular education in Bavaria, with the constraining aspect being predominant throughout most of the century. The ruling elites, who imposed compulsory schooling on the people from above, sought primarily to use the school as a means for exercising social control and inculcating the values of obedience, political loyalty, and deference to social superiors. Due to a variety of reasons--the relative autonomy of the school system, institutional deficiencies, parental opposition, and the unintended "enabling" aspect inherent in schooling--the elementary school did not, however, actually achieve the high degree of social control which the authorities desired. In the course of analyzing everyday school practice, the dissertation also describes and compares the variety of school types which emerged and competed with one another for pedagogical supremacy between 1800 and 1918: the "old school" of the pre-reform era, the enlightenment Volksschule, the Germanic school of the 1830s and 40s, the conservative catechism school of the 1850s and 60s, the learning school of the post-1870 period, and finally the pupil-centered activity school of the pre-war years. The enthusiastic involvement of the teachers in the 1848 revolution and the gradual improvement in their social status are examined in detail, as is the emergence of secular female schoolteachers in the years after 1870. Finally, an assessment of the effectiveness of the school and its relative strength within the educational configuration composed of household, church and school is offered. In the period 1800-1870 the school was weaker than the other two components, while in the following half-century its influence and authority relative to the family and church increased.Subjects--Topical Terms:

516334
History, Modern.

Educating the masses: A political and social history of elementary education in Bavaria, 1800-1918.
LDR:03121nmm 2200241 4500 001 1817972
005 20060829130750.5
008 130610s1989 eng d
035 $a (UnM)AAI9020628
035 $a AAI9020628
040 $a UnM $c UnM
100 1 $a Welch, Steven Robert. $3 1907317
245 1 0 $a Educating the masses: A political and social history of elementary education in Bavaria, 1800-1918.
300 $a 778 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0965.
502 $a Thesis (Ph.D.)--Columbia University, 1989.
520 $a This study provides a comprehensive account of the origins and development of the elementary school system in the state of Bavaria from 1800 to 1918. It examines the aims and policies of government authorities and school reformers as well as the actual practice of popular education. Continuity and change in the areas of curriculum, method, attendance, school discipline, and schoolbooks are traced over the course of the century, and a social history of the elementary schoolteachers is also included. The study concludes that a dialectic of constraint and liberation characterized popular education in Bavaria, with the constraining aspect being predominant throughout most of the century. The ruling elites, who imposed compulsory schooling on the people from above, sought primarily to use the school as a means for exercising social control and inculcating the values of obedience, political loyalty, and deference to social superiors. Due to a variety of reasons--the relative autonomy of the school system, institutional deficiencies, parental opposition, and the unintended "enabling" aspect inherent in schooling--the elementary school did not, however, actually achieve the high degree of social control which the authorities desired. In the course of analyzing everyday school practice, the dissertation also describes and compares the variety of school types which emerged and competed with one another for pedagogical supremacy between 1800 and 1918: the "old school" of the pre-reform era, the enlightenment Volksschule, the Germanic school of the 1830s and 40s, the conservative catechism school of the 1850s and 60s, the learning school of the post-1870 period, and finally the pupil-centered activity school of the pre-war years. The enthusiastic involvement of the teachers in the 1848 revolution and the gradual improvement in their social status are examined in detail, as is the emergence of secular female schoolteachers in the years after 1870. Finally, an assessment of the effectiveness of the school and its relative strength within the educational configuration composed of household, church and school is offered. In the period 1800-1870 the school was weaker than the other two components, while in the following half-century its influence and authority relative to the family and church increased.
590 $a School code: 0054.
650 4 $a History, Modern. $3 516334
650 4 $a Education, History of. $3 599244
690 $a 0582
690 $a 0520
710 2 0 $a Columbia University. $3 571054
773 0 $t Dissertation Abstracts International $g 51-03A.
790 $a 0054
791 $a Ph.D.
792 $a 1989
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9020628