"Locke's Children"

Benzaquén, Adriana S.

doi:10.1353/hcy.2011.0041

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…Seine Empfehlungen an die Eltern beruhten vor allem auf Beobachtungen von Kindern und jungen Menschen, die er als Tutor in Oxford betreute, mit denen er reiste und bei deren Familien er zeitweilig lebte (vgl. Yolton/Yolton 2000, S. 5-8;Benzaquén 2011). Erziehung ist, so Locke, zu einem großen Teil das Schaffen von Gewohnheiten: "That great Thing to be minded in Education is, what Habits you settle: And therefore in this, as all other Things, do not begin to make any Thing customary, the Practice whereof you would not have continue, and increase."…”

Section: Rat Für Elternunclassified

Die historischen Wurzeln einer globalen Prüfungskultur im Bildungssystem¹

Ydesen¹,

Andreasen²

2021

Jahrbuch f??r P??dagogik

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Zusammenfassung: Das heutige Bildungswesen ist weltweit geprägt durch eine von Bildungspolitikern geleitete, auf standardisierte Lernergebnisse ausgerichtete Prüfungskultur. Diese spielt in der Bildungspolitik verschiedener Staaten eine zentrale Rolle, nicht zuletzt, weil sie Sicherheit durch Vergleichbarkeit und dadurch Konkurrenzfähigkeit suggeriert. Im Folgenden werden die Vorläufer und historischen Bedingungen dargestellt, die den Aufstieg der globalen Prüfungskultur ermöglicht haben. Der Artikel identifiziert zwei Stadien dieser Entwicklung: Das erste Stadium ist gekennzeichnet durch eine Zusammenführung von vergleichenden Ansätzen in der Pädagogik, den Aufstieg der angewandten Psychologie und die Entwicklung transnationaler Strukturen in den Jahren vor dem Zweiten Weltkrieg. Das zweite Stadium ist durch die Entwicklung internationaler Organisationen in der unmittelbaren Folge des Zweiten Weltkriegs charakterisiert. Es wird dargestellt, wie diese Entwicklungen zusammenwirkten und, verstärkt durch die politischen Gegebenheiten des Kalten Krieges, seit den 1990er Jahren die Bildungspolitik dominieren.Abstract: Contemporary education is characterised by a global testing culture reflecting the fact that students’ learning outcomes and standards are the focus of policymakers worldwide. It plays a significant role in educational policies in different national contexts, not least because it suggests security through comparability and by that competitiveness. We offer a brief outline of the precursors and preconditions that have facilitated the rise of today’s global testing culture. The article notes two chronological stages: the first encompasses a confluence of comparative education, the rise of applied psychology, and the transnational organisational structures forming prior to World War II. The second stage features the emergence of international organisations immediately after World War II. We argue that these developments subsequently conflated into a trajectory fostered by Cold War policies and became dominant from the 1990s onwards.

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Section: Rat Für Elternunclassified

Die historischen Wurzeln einer globalen Prüfungskultur im Bildungssystem¹

Ydesen¹,

Andreasen²

2021

Jahrbuch f??r P??dagogik

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“…1. the lifeless (rocks, stones, metals), 2. those with life but no senses or reason (plants, trees), 3. those with life and sense but no reason (animals), and 4. those with life, sense, and reason (humans).…”

Section: Curiosity Experience and Authority In Reyher's Book Of Realiamentioning

confidence: 99%

Reimagining the “Nature of Children”: Realia, Reform, and the Turn to Pedagogical Realism in Central Europe c. 1600–1700

Whitmer¹

2019

The Journal of the History of Childhood and Youth

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C. 1600-1700 "[All children] are inclined by nature toward knowledge of real things (Realia) and putting what they know into practice." 1 n recent years, largely in response to a historiography focused on rupture and the notion of childhood as a distinctly modern phenomenon, scholars have stressed the continuity of ideas about children and their "natures" across time and space. 2 Historians of early modernity, too, recognize the myriad ways in which the period (1400-1800) was one of gradual transformation, where old ideas about children's natures (as sinful, in need of correction) came into conversation with-but were not entirely replaced by-newer ones (children as innocent, blank slates) still associated with the writings of John Locke, Jean Jacques Rousseau and their followers. 3 Reframed in light of the recent emphasis on continuity, explanations for why a new consensus about children and their natures came to replace the old have become more nuanced and focused on variety and simultaneity. Recent work by Adriana Benzaquen, for example, has drawn much-needed attention to the resounding interest in the "sciences of childhood" by the middle of the eighteenth century, a phenomenon that involved a "multiplicity of interests, questions, observations, descriptions and practices enveloping childhood in this period." 4 This article continues the exploration of how a multiplicity of interests, questions, ideas, practices, and things resulted in provocative reassessments of children's natures by the end of the early modern period using the lens of educational reform. 5 Elite early modern Europeans were resoundingly interested in practical reform (social, scientific, political) and experimentation as a way of responding to regular crises of war, governance, and public health. 6 Indeed, the very act of promoting educational reform initiatives, especially reform of the practice of

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