Learning to listen and look

The Shift From the Monitorial System of Education to Teacher-Led Lessons

Datos Bibliográficos

ID4364423
AutoresJoakim Landahl (0000-0001-7931-2063, Stockholm University, autor de correspondencia)
Año2019
Volumen14
Número2
Páginas194-206
Fecha de publicación2019-05-04
Open AccessSí
TipoARTICLE
RevistaThe Senses and Society (JOURNAL)
Identificadores de la revistaISSN: 1745-8927 • E-ISSN: 1745-8935
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17458927.2019.1619314
OpenAlexW2954913777
IdiomaEN
Citas recibidas6
Referencias citadas19

This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instruction was conducted by pupils, older and/or more experienced children, whereas the teacher had an overarching responsibility for overlooking the "machinery" without teaching much himself. In the second half of the 19th century the method was replaced by a new method in public elementary schools. From now on teacher-led lessons came to be the norm for what mass education should look like. This momentous change meant, among other things, that the relationship between pupils and teacher was transformed as the teacher increasingly was supposed to hold lessons, whereas the pupil to a greater extent became associated with listening to and closely observing a lesson

Active listening · Mathematics education · Pedagogy · Power (physics · Sociology · Teacher education · Communication · Educator Training and Historical Pedagogy · Historical Education Studies Worldwide · Psychology · Religious Education and Schools

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