Jeudi / Thursday 11:00 - 13:00 Room: 5393

'Half-a-Day Syndrome': A Mode of Internalization of Vocational and Technical Education by the Youths in the XXth Century Nigeria

British Government and Christian Missionary Involvement in Technical/Vocational Education in Colonial Nigeria 1851 – 1935

Europe without Borders. Swiss Citizens in the Educational System of Latvia in the 19th and 20th century

If we look at the history of education on the territory which has become Latvia in the 20th century we see that from the beginning of the 13th century until the beginning of the 20th century the Germans had a decisive influence on the educational system even while the provinces were ruled since the 17th century successively by the Poles, Swedes and the Russians, the use of the German language, German self-administration and the protestant religion having been granted by its rulers. Europe in those days had its national borders, but the borders were wide open to people and ideas, Livonia and Courland were frequently visited by home teachers, who resided in feudal households and brought with them the newest teachings they got at their universities.

One of the first Swiss teachers who had influenced education in Livonia and Courland was Johann Heinrich Pestalozzi. His books were bought and read here, pupils have been sent from the Baltic Provinces to his schools in Switzerland. He even got an invitation to open a school in Riga and thought about accepting the invitation. Very important was the influence of another Swiss teacher, Johann Gottlieb Stünzi (1835–1879) who was invited to come to Riga to be the director of a school for the deaf and the dumb. He gave the teachers of his school a specialized education for working with these pupils, he inspected the schools which were founded in other parts of Livonia on his model, he provided them with teachers whom he had formed and who had passed their exams at his school. After his death he was succeeded by another headmaster from Switzerland. In the second half of the 19th century the Polytechnic School in Riga was founded. It was founded on the model of the Karlsruhe and the Zurich Polytechnic Schools. Researching the curricula vitae, the relations of people coming from the same region, the importance of religion for the development of a regional culture it was possible to show that in the Baltic provinces not only the German language but especially religion played an important role. The provinces happened to be in an island like situation surrounded by the Russian Orthodox Church, Polish Catholicism and the Swedish Lutheran State Church, whereas in the Provinces Protestantism existed in a rationalistic and a pietistic orientation supported by the Moravian Brothers (Herrnhuter). So the Protestants in the provinces sought to get into contact with other protestant orientations of their sort and they found them in Switzerland. The influence of pedagogues from Switzerland can still be found in Latvian pedagogical institutions of different levels.

National characteristics and international tendencies in the Hungarian vocational education of metalworking technology at the turn of the 19th and 20th century

My paper gives an outline of Hungary’s secondary vocational education (which emerged in the second half of the 19th century) and its relations to the economic and educational structures of the European developed countries, for example Germany and France. The history of vocational education is inseparable from the history of industry and industrial revolution, both in the 18th and second half of the 19th centuries. The industrial revolution fundamentally reformed the structure of the economy and society. It also created the basis of modern education as it was the period of scientific innovations when science and technology got closer to each other. As a result of this the content and the structure of education had to be revisited. Since Rousseau’s ‘Emile: or, On Education’, the use of practical knowledge and the importance of learning a profession has been very important in Europe. With the development of technology and economy the training of skilful labour force became more and more important during our period. The educational theories as well as other ideas and notions spread and influenced each other from the West to the East in Europe. József Eötvös and Ágoston Trefort, for example, Ministers of Religion and Education founded some schools in order to revive the Hungarian industrial education by making use of some examples from abroad. József Szakkay is an example, who was sent by József Eötvös to France, Germany and Belgium in order to study the organization of industrial education in these countries. After his field trip, Szakkay founded the first school of mechanical engineering in Kassa, in 1872. Hungary’s secondary vocational education of metalworking technology is in the centre of my research. I compare the sources of the archives and the contemporary newspapers with the national tendencies. The demonstration of international relationships cannot only be looked upon by state level but also by particular regions, institutions or even by individuals. The studies of József Szterényi also help the further examinations. His work, ‘Az iparoktatás Magyarországon’(1897), gives a detailed description of the contemporary Hungarian viewpoint. My research is intended to highlight how the given institutions fit into the international trends throughout the specific story of school histories. Moreover it focuses on their national and local characteristics, as well. Beyond the government efforts, the individuals of the local economic life – in many cases representatives of the international trade and business – played a significant role in the life of these institutions. With their support new methods and technologies from the West were introduced in the Hungarian vocational schools. Throughout the examination of these schools we can get a more diversified picture about the interactions of education, social and economic spheres.

Transcending national borders in education in Slovenia between nationalism and internationalism in the Habsburg Empire and its successor states 1880-1940

The development of education in Slovenia prior to 1918 was marked by endeavours for primary school education in the pupils’ mother tongue and by the bilingualism or trilingualism of the Slovene intelligentsia, which was taken for granted. For Slovenians, being in the higher stage of primary education and particularly in secondary education meant learning in German or Italian. How much did pedagogic ideas from German cultural circles outside the Austro-Hungarian Empire influence education in Slovenian lands? How did links appear between the Slovenian teachers’ associations and those in the Austrian half of the monarchy and how did they cooperate with the external world? How much were these links influenced by intellectual affinities and how much by national ones? After the collapse of the Habsburg monarchy in 1918, Slovenians underwent a transition from the old to the new state structures. After the end of World War 1 they began experiencing very different educational systems as they were divided among four states: the Kingdom of Serbs, Croats and Slovenians, i.e. Yugoslavia, in which the Slovenian national state had formed, and those countries where Slovenians were a minority (Italy, Austria, Hungary). What political, linguistic and pedagogic, as well as general cultural shifts between nationalism and internationalism were experienced by Slovenians with regard to education in Yugoslavia, Austria, Italy and Hungary? What was the response of German minority education in the Yugoslav part of Slovenia to educational ideas from the German cultural sphere? In addition to the traditional orientation towards the German cultural space, the development of education in the Yugoslav part of Slovenia was influenced by openness to links with the Slavonic world as well as with France. The educational press often wrote about new developments in other countries, particularly articles by Lovro Sušnik, who between 1935 and 1945 also led the Slovenian educational administration. Which foreign and international educational ideas and practices were influential in Slovenia? How much did the extensive emigration to the USA and Western European industrial countries help transmit educational ideas from those countries? How were international educational influences reflected in individual areas, such as punishment in school and school exercise books? The article draws attention to changes in Slovenian education before and after World War 1 and attempts to analyse these influences.

Public Education as a Nation Project: A Historiographic Narrative of Martim Francisco’s Memória (1816-1823)

Bruno BONTEMPI JR., University of Sao Paulo - Faculty of Education, Brazil; Carlota BOTO, University of Sao Paulo - Faculty of Education, Brazil

This article pertains to Memória sobre a Reforma dos Estudos na Capitania de São Paulo, (Memory on Study Reform in São Paulo Captaincy) written by Martim Francisco Ribeiro de Andrada, published in 1816. Martim Francisco was one of the three Andrada brothers, who had an important role in Brazilian Independence process, and in the early Empire times. The text was delivered to the Education Committee of the first Constituent assembly of independent Brazil (1823-1824). It was originally elaborated to be implanted into São Paulo’s Capital. However, the text was later presented by itself – then in deputy condition – as a proposal for the elaboration of a national education system. The aim is to accomplish historiographical analyses of Martim Francisco’s document, considered in the historical moment of its elaboration, in light of his generation’s mentality, work genre, and dialogue he established with the Enlightenment debate, especially with Condorcet’s pedagogical thought. We notice that the document includes elements which were designated as having been adopted from the pedagogical debate of the French Revolution. Themes, such as the universalization of the elementary stage, the mandatory creation and maintenance of schools throughout the Brazilian territory by the government, were the foundations of a clear political perspective regarding the nation’s progress through education. The idea of an education which could counterbalance society’s wealth inequality was a landmark by the Brazilian political discourse, which, in turn, was availed from an Enlightenment theme which engendered a liberalist birth. There is unequivocal, including a formal, similarity between such Memória (Memoir) by Martim Francisco and Cinq Mémoires sur L'instruction Publique (Five Memoirs on Public Education), written by Condorcet [1791], which provided theoretical support to the National Assembly’s Report (1791-1792) in Revolutionary France. Beyond the similarities, the differences between both documents are strong indications of the historical singularities of each nation’s realities and how they are proven in content and text format. One example is secularism – an emphatic theme in Condorcet’s text – was assuaged here, in light of the Catholic Church’s position in the newly constituted power of the Brazilian Empire (1922). Under the point of view of history of educational thought, this Martim Francisco’s document has a unique importance. Erecting education as public policy was a fundamental device to confer soundness to foundations of our fragile nationality under construction. Belonged to the future the creation of a country willing to matching their references. Such references had been found in the speech. However it may be the speech of education was not addressed to pedagogy field but the political territory. Educating was to transform. From a society of subjects, it was necessary to arise civilized citizens.

International trans-cultural education at a grass-root level

An education in internationalism and solidarity. Argentinian, Jewish and Progressive children making toys for Uruguayan and Chilean peers (1974–1975)