Search

In recent years, the commercial catalogues of businesses that produce teaching aids – which, prompted by the spread of a pedagogical vision linked to activism, first appeared in the second half of the nineteenth century in parallel with the first production of school objects – have acquired increasing importance as a research source in the field of historical pedagogy. Their versatile nature makes them a rich, varied and precious research tool that can make a considerable contribution to the field of studies related to school materials. The aim of this article is to define the characteristics of this source to subsequently show how recent research grants have been able to offer a first instance of comparative reflection on the issue. From a review of the data that has emerged, a methodological framework for studying commercial catalogues of teaching aids as a research source is being traced out, with plans for future steps on an international level to reinforce its study. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article explores the figure of Rufillo Uguccioni, a writer for children whose work perfectly embodies the Salesian spirit and the role of the priest-writer. His publications, both in educational theater and in historical-moralizing texts, are almost entirely published by SEI, the Turin publishing house founded by Don Bosco within which Uguccioni also plays the role of editorial consultant for over thirty years. His work and his role within the publishing house are analyzed through the privileged source of the Archive of the SEI Press Office which allows us to highlight how Uguccioni can be considered the last «écrivain-maison» in children’s production of this historic Catholic publishing house. [ABSTRACT FROM AUTHOR]

The article aims to highlight the role of two key figures who greatly contributed to the success of the children's production of the Turin Catholic publishing house SEI in the years between the two world wars. They are Francesca Castellino and Giuseppe Fanciulli, authors very different from each other but both capable of acting as cultural promoters and organizers, calling to work in SEI primary level writers. Through the use of primary sources as SEI catalogs, Salesian Bulletin, specialized magazines of the period, it is therefore intended to highlight the characteristics and roles of these two figures who in that specific historical period are also the only two directors of children's series of the SEI. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Beckwith schoolhouse-museums, established in the 1970s as a transformation of the Beckwith schools of the Waldensian valleys of Piedmont, represent the peculiar yet meaningful history of the «colonel schools». At the same time, however, these small nineteenth-century schoolhouses, equipped with antique furnishing and teaching aids, have the power to embody and pass down the whole meaning of the concept of school for the Waldensian people. From being a place of early schooling scattered throughout the territory, the Beckwith schoolhouse-museums have become «places of memory» where history, identity and collectivity come together to form a whole and in which material space extends far beyond its own borders to become a symbolic space too. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inspired by a recent volume dedicated to the origins of the school museum, the contribution aims to underline its teaching functions closely linked to its original identity. The contributions of pedagogists and teachers of the time offer definitions of the school museum useful to understand the differences with the pedagogical museum. The moves of the school industry towards the production of this subsidy, starting from 1885, allow then to study also from a commercial point of view the growing fortune of this subsidy linked to a new way of understanding the daily teaching. [ABSTRACT FROM AUTHOR]

The study focuses on school museums, a multi-faceted and complex source for historiographical research. Founded in the second half of the 19th century as centres for research about contemporary school and then transformed into repositories of school history, they are today an inexhaustible source of documents and research possibilities. We present a reasoned appraisal of their presence in Europe and their characteristics, using data obtained from their websites, which can be useful for scholars involved in school history, social history and school museums. The aim of the research is to create an advanced database, where multiple search criteria can be combined to provide an additional online tool for historical research, recently studied and evaluated by the European online HOL-History project managed by the University of Macerata. [ABSTRACT FROM AUTHOR]

Copyright of School Chronicle / Šolska Kronika is the property of Slovenski Solski Muzej and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)