The place of the History of Education in training courses for teachers
Bibliographic Data
| ID | 18933342 |
|---|---|
| Authors | W H G Armytage (University of Sheffield, corresponding author) |
| Year | 1953 |
| Volume | 1 |
| Issue | 2 |
| Pages | 114-120 |
| Publication date | 1953-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00071005.1953.9972893 |
| OpenAlex | W2063343259 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
This subject is utterly despised by the University', lamented R. H. Quick after giving his first lecture on the History of Education to an audience of intending teachers at Cambridge in October 1879; 'people don't know anything about the history of Education and don't want to know.'1 Now, nearly three-quarters of a century later, things have changed. Books on the history of education exfoliate, and the subject has become not only an integral part of the training course, but a field in which a great deal of research is being done by teachers themselves. The emergence of the history of education as a recognized subject of study and the results of the research reflect three closely related trends in society: the displacement of the clergyman by the schoolmaster, the enhancement of secular educational administration and the impact of science on a curriculum relatively unchanged for three hundred years. The mutual interaction of these three trends can be traced back before Quick's time, but we are concerned with the seventy-four years which separate his experience from our own. Throughout that period historians of education have been unconsciously evolving the philosophy for their times: their histories have become exercises in critical evaluation.2 Like other historians they have adventured into the past to discover the present, and their insights have been affected by the three trends I have indicated. In short, they have become part of the process they have investigated
Aesthetics · Ancient history · Art · Curriculum · History of education · Library science · Mathematics education · Pedagogy · Period (music) · Sociology · Subject (documents) · Educator Training and Historical Pedagogy · Historical Education Studies Worldwide · History · Psychology · Religious Education and Schools
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,07 |
| Citation span | 2012 - 2012 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |