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Journal articles on the topic 'History of Education'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Nóvoa, António. "On History, History of Education, and History of Colonial Education." Paedagogica Historica 31, sup1 (January 1995): 23–64. http://dx.doi.org/10.1080/00309230.1995.11434837.

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2

Byung-Chul Lim. "History Education without History?" Studies on History Education ll, no. 31 (July 2018): 401–34. http://dx.doi.org/10.16976/kahe.2018..31.401.

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3

Temperley, Nicholas, and Bernarr Rainbow. "Education History." Musical Times 129, no. 1740 (February 1988): 83. http://dx.doi.org/10.2307/964427.

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4

Daeyong Kim. "narrative, Identity of teacher, history of education, teacher education, history education." History of Korean Education 36, no. 1 (March 2014): 183–210. http://dx.doi.org/10.15704/kjhe.36.1.201403.183.

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5

Na, Inho. "History Education beyond National History." DAEGU HISTORICAL REVIEW 124 (August 31, 2016): 243–70. http://dx.doi.org/10.17751/dhr.124.243.

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6

Riberu, Kristianus, and Laurentia Angela Rosvita. "EDUCATION FOUNDATION: HISTORY (HISTORY AS THE BASIS OF EDUCATION)." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 8, no. 1 (December 20, 2020): 67–76. http://dx.doi.org/10.21831/jppfa.v8i1.35988.

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Pendidikan merupakan pengalaman belajar yang berlangsung dalam lingkungan sepanjang hidup sebagai usaha sadar yang dilakukan oleh keluarga sebagai pusat utama, masyarakat dan pemerintah melalui kegiatan bimbingan baik secara formal maupun nonformal, guna mencapai pribadi yang integral dan utuh. Sejarah telah menjadi salah satu landasan dari pendidikan di Indonesia dan dunia. Perubahan tujuan dan motif pendidikan dari masa ke masa menandakan adanya pengaruh sejarah dalam usaha menjadikan pendidikan dihari esok lebih baik lagi. Tujuan dari penelitian ini adalah mengkaji sejarah pendidikan dunia dan Indonesia serta mengetahui implikasi sejarah terhadap pendidikan. Metode penelitian ini menggunakan studi literatur. Hasil dari penelitian adalah sejarah berimplikasi pada tujuan, proses, maupun inovasi dalam pendidikan.AbstractEducation is an experience that lasts a lifetime of a conscious effort by the family as the primary center, society, and government through tutoring activities both formal and nonformal, in order to achieve an integral and intact person. History has become one of the foundations of education in Indonesia and the world. The changes of course and motives of education overtime suggest historical influences in efforts to make tomorrow's education even better. The purpose of this study is to review the history of Indonesia and the world’s education and to know the historical implications of education. This research method using the literature study method. The result of this study is that history has implications for educational goals, processes, and innovations.
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7

Harlan, L. R. "History Education Reform and the National History Education Network." OAH Magazine of History 10, no. 1 (September 1, 1995): 15–16. http://dx.doi.org/10.1093/maghis/10.1.15.

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8

McCulloch, Gary. "History of education in Britain since 1960." Histoire de l'éducation, no. 154 (December 31, 2020): 119–41. http://dx.doi.org/10.4000/histoire-education.5640.

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9

Altschuler, G. C. "History of Education." Journal of Social History 24, no. 4 (June 1, 1991): 835–41. http://dx.doi.org/10.1353/jsh/24.4.835.

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10

Aldrich, Richard. "History in education." Paedagogica Historica 32, sup1 (January 1996): 47–64. http://dx.doi.org/10.1080/00309230.1996.11434857.

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11

Park, Hye-jeong. "History, Climate, Education -Climate History Research and Education in Anthropocene-." Society of History Education 79 (February 28, 2022): 175–209. http://dx.doi.org/10.17999/sohe.2020.79.05.

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12

Kim, Gi Bong. "History Education for Reunification VS. Education for Reunification through History." Journal of the Humanities for Unification 60 (December 31, 2014): 279. http://dx.doi.org/10.21185/jhu.2014.12.60.279.

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13

Wojdon, Joanna. "History Education and Public History – Introduction." International Public History 6, no. 1 (June 1, 2023): 1. http://dx.doi.org/10.1515/iph-2023-2007.

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14

Lim, Ki Hwan. "History Education or Democratic Citizenship Education." Korean History Education Review 168 (December 31, 2023): 359–83. http://dx.doi.org/10.18622/kher.2023.12.168.359.

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15

Yunusov, Bekhzod Alijon Ugli. "From The History Of National Education In Uzbekistan." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 325–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-49.

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In the present article the history of national schools and madrasahs during the soviet period in Uzbekistan have been analyzed in details. Besides that reformation of national enlightenment system by Jadids, results of reforms, applying new programs and methods to madrasahs and schools have been investigated with important sources.
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16

Devi, Pallabi. "HIGHER EDUCATION IN INDIA: HISTORY, GROWTH AND DEVELOPMENT." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 1036–43. http://dx.doi.org/10.37200/ijpr/v24i4/pr201077.

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17

Na, In-ho. "German public history as history education for citizen." Society of History Education 69 (November 30, 2018): 73–100. http://dx.doi.org/10.17999/sohe.2018.69.03.

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18

Montagutelli, Malie. "VINOVSKIS (Maris A.). – History & Educational Policymaking." Histoire de l'éducation, no. 93 (January 1, 2002): 149–51. http://dx.doi.org/10.4000/histoire-education.938.

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19

Hahn, Yong-Jin. "The Comparative Education and History of Education: An Introductory Approach to Comparative Education History." Korean Comparative Education Society 28, no. 3 (June 30, 2018): 243–63. http://dx.doi.org/10.20306/kces.2018.28.3.243.

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20

Frijhoff, Willem. "Larsen Jesper Eckhardt (dir.). Knowledge, Politics and the History of Education." Histoire de l'éducation, no. 137 (October 20, 2013): 172–77. http://dx.doi.org/10.4000/histoire-education.2637.

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21

Okumuş, Osman. "History Courses and Values Education: History Teachers' Evaluation of History Education Processes in Turkey in Terms of Values Education." Educational Policy Analysis and Strategic Research 16, no. 1 (March 24, 2021): 172–93. http://dx.doi.org/10.29329/epasr.2020.334.10.

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22

Enfert (d'), Renaud. "SCHUBRING (Gert) (dir.), “History of Teaching and Learning Mathematics”." Histoire de l'éducation, no. 121 (January 1, 2009): 109–11. http://dx.doi.org/10.4000/histoire-education.1782.

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23

Santhiago, Ricardo. "The Commonalities of History, Public History, and History Education." International Public History 5, no. 1 (June 1, 2022): 65–69. http://dx.doi.org/10.1515/iph-2022-2035.

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24

Graber, Frédéric. "WATTS (Ruth), Women in Science. A social and cultural history." Histoire de l'éducation, no. 119 (July 1, 2008): 89–91. http://dx.doi.org/10.4000/histoire-education.1845.

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25

Hyun-Sook Park. "A History of History Education in Korea." Studies on History Education ll, no. 22 (July 2015): 363–75. http://dx.doi.org/10.16976/kahe.2015..22.363.

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26

McCulloch, Gary. "Virtual history and the history of education." History of Education 32, no. 2 (March 2003): 145–56. http://dx.doi.org/10.1080/00467600304161.

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27

Walters, Tyler. "Possible Educations for Archivists: Integrating Graduate Archival Education with Public History Education Programs." American Archivist 54, no. 4 (September 1991): 484–92. http://dx.doi.org/10.17723/aarc.54.4.rj20243h40463587.

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28

Aldrich, Richard, and Robert R. Sherman. "Understanding History of Education." British Journal of Educational Studies 34, no. 1 (February 1986): 114. http://dx.doi.org/10.2307/3120976.

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29

김석완. "Isocrates’ education of history." History of Korean Education 32, no. 1 (April 2010): 53–75. http://dx.doi.org/10.15704/kjhe.32.1.201004.53.

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30

Jonker, Ed. "Reflections on History Education." Journal of Educational Media, Memory, and Society 4, no. 1 (March 1, 2012): 95–110. http://dx.doi.org/10.3167/jemms.2012.040107.

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History education inevitably is a thing of the present. During the nineteenth and twentieth centuries it has always answered to problems that were urgent at the time of discussion. This has mostly taken the form of explaining and thus smoothing over painful ruptures in the past. Although nowadays we generally acknowledge this contemporary character of history education, the professional ideal of doing proper, authentic history remains—a desire that is understandable, but compatible neither with epistemological standards nor with public expectations. While teaching instrumental history is not an option, history education cannot live on criticism and deconstruction alone, we need a reflexive presentism that self-consciously confronts the present day—“difficult“ rather than “easy“ histories.
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31

Addiss, Stephen, and Mary Erickson. "Art History and Education." Journal of Aesthetics and Art Criticism 52, no. 4 (1994): 486. http://dx.doi.org/10.2307/432044.

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32

Ko, Yookyong. "History Education Trough VR." Journal of Humanities and Social sciences 21 9, no. 6 (December 31, 2018): 487–500. http://dx.doi.org/10.22143/hss21.9.6.34.

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33

Hokazono, Toyochika. "Symposium on History Education." TRENDS IN THE SCIENCES 7, no. 10 (2002): 78–80. http://dx.doi.org/10.5363/tits.7.10_78.

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34

Akinoglu, Orhan. "History Education and Identity." History Education Research Journal 5, no. 1 (January 1, 2005): 71–81. http://dx.doi.org/10.18546/herj.05.1.01.

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35

Greenberg, D. "Reform of History Education." OAH Magazine of History 6, no. 1 (June 1, 1991): 3–4. http://dx.doi.org/10.1093/maghis/6.1.3.

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36

Gardner, J. "National History Education Network." OAH Magazine of History 6, no. 1 (June 1, 1991): 44–45. http://dx.doi.org/10.1093/maghis/6.1.44.

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37

MacMullen, Edith Nye, Wayne J. Urban, and Jennings L. Wagoner. "American Education: A History." History of Education Quarterly 37, no. 1 (1997): 78. http://dx.doi.org/10.2307/369916.

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38

Folkerts, Jean. "History of Journalism Education." Journalism & Communication Monographs 16, no. 4 (July 22, 2014): 227–99. http://dx.doi.org/10.1177/1522637914541379.

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From its beginning, American journalism has been anchored in both the printing trades and the world of intellectuals who recognized the value of newspapers in shaping public opinion. These dual origins influenced the debate over journalism education from the mid-nineteenth century. News professionals and university educators pondered whether journalists needed to be college-educated, whether they needed a liberal arts degree, or whether they needed professional education that combined liberal arts and practical training. These debates were complex and political, representing issues of localism versus nationalism, the role of professional schools within the American university, and the rise of social science. The tension between educating reporters and editors to improve the quality of journalism or contribute to a democracy versus training them to function efficiently in a newspaper office—or any media environment—continues today.
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39

Rury, John L. "History, Theory, and Education." History of Education Quarterly 51, no. 2 (May 2011): 218–28. http://dx.doi.org/10.1111/j.1748-5959.2011.00331.x.

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The distinguished Africanist Robert Harms once observed that “we historians are a practical people who pride ourselves on our attention to facts and our painstaking attention to detail.” If this is the case in other parts of the world, it is certainly true of American historians, who have been periodically admonished for their disinterest in questions of theory and purpose related to their craft. In this issue we have an opportunity to discuss the question of theory as it may pertain to the history of education, with particular attention to the United States. Regardless of whether one believes that historians should be ardent students of social theory, after all, there is little question about whether they should be cognizant of it. Indeed, there is danger in ignoring it. Quoting John Maynard Keynes, Harms suggested that practical people who feel “exempt from any intellectual influences” run the risk of “becoming slaves to some defunct economist.”
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40

Kliebard, Herbert M. "Why History of Education?" Journal of Educational Research 88, no. 4 (March 1995): 194–99. http://dx.doi.org/10.1080/00220671.1995.9941300.

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41

Sobe, Noah W., and Corinne Ness. "Comparative History of Education." European Education 42, no. 2 (July 2010): 57–66. http://dx.doi.org/10.2753/eue1056-4934420207.

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42

Greco, Peter M. "History of orthodontic education." American Journal of Orthodontics and Dentofacial Orthopedics 148, no. 5 (November 2015): 713. http://dx.doi.org/10.1016/j.ajodo.2015.09.003.

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43

Spielman, Andrew I., and Judit Forrai. "History of Dental Education." Kaleidoscope history 14, no. 28 (2024): 424–27. http://dx.doi.org/10.17107/kh.2024.28.34.

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Informal dental education relied on apprenticeship, textbooks, and an experienced practitioner. First, simple apprenticeship, followed by textbooks written by practising dentists. The first dental school appeared in 1840, The Baltimore College of Dentistry. A key moment was the 1926 Gies Report highlighting deficiencies in dental education. Dentistry has become a highly regulated and mature profession in the past 100 years since the Gies Report.
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44

Hye-Jeong, Hye-Jeong. "History Education in the Fourth Industrial Revolution Era -Using ‘Doing History’ Concept in the College History Education-." Society of History Education 74 (June 30, 2020): 283–317. http://dx.doi.org/10.17999/sohe.2020.74.08.

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45

P, Dr Pradeepa. "History of Women and their Role in Higher Education." International Journal of Research in Arts and Science 5, Special Issue (March 29, 2019): 203–10. http://dx.doi.org/10.9756/bp2019.1001/21.

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46

Ko, Youkyung. "History Education for Sustainable Development: Suggestions for a Close Connection between Environmental History and History Education." Critical Review of History 138 (February 28, 2022): 158–83. http://dx.doi.org/10.38080/crh.2022.02.138.158.

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47

Panchuk, Maryna. "EUROPEAN INTEGRATION INFLUENCES ON THE DEVELOPMENT OF THE EDUCATION SYSTEM OF UKRAINE." Intermarum history policy culture, no. 14 (May 29, 2024): 176–95. http://dx.doi.org/10.35433/history.112076.

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The aim of the article is to analyze reveal the peculiarities of the formation and development of the Ukrainian educational system under the direct influence of European integration processes. The research methodology is based on both general scientific and special historical methods (systemic analysis, historical-comparative, hermeneutic, historical-genetic), which make it possible to fully highlight the specifics of the dynamic development and functioning of the educational system of Ukraine and its ability to implement relevant European experience. The scientific novelty is the characterization of the construction and functioning of the education system of Ukraine from the point of view of the European integration context, which sets the tone for most of the changes in this area. Conclusions. Legislative regulation and implementation of European experience in the education system of Ukraine was not only a requirement of the time, but became a harmonious aspect of Ukrainian education. The appropriate vector of Ukrainian development includes concrete educational reforms, which are becoming a necessity and a natural need of Ukrainian society. The values that are embedded in the education system today regarding the formation and upbringing of new generations of successful and nationally conscious Ukrainians are intended to influence the functioning and development of the state in the future.
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48

Derouet-Besson, Marie-Claude. "GROSVENOR (Ian), LAWN (Martin), ROUSMANIERE (Kate) (eds). – Silences & Images. The Social History of the Classroom." Histoire de l'éducation, no. 93 (January 1, 2002): 141–45. http://dx.doi.org/10.4000/histoire-education.935.

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49

Vlasyuk, Igor. "CULTURAL AND EDUCATIONAL PROCESSES IN VOLYNIA-ZHYTOMYRSHCHYNA IN 1921-1928." Intermarum history policy culture, no. 14 (May 29, 2024): 56–71. http://dx.doi.org/10.35433/history.112069.

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The purpose of the article is to analyze the cultural and educational processes in Soviet Volyn during the NEP years. Problems in the field of Ukrainization of government institutions are shown; the development of the education of national minorities who lived in this region at that time (in particular, Czechs, Poles, Jews) is described. The ideological influence of the Bilshovyks’ government on the development of education and culture of the region and anti-religious campaigns are characterized. The research methodology is based on analysis and synthesis, comparison (analysis of the development of education of different national groups) and special historical approaches: historical-systemic and elements of postcolonial studies (analysis of Soviet government policy in the field of education, culture and religion); historical-typological (to identify the main trends in the development of education and culture in the period); and tools of national studies. The scientific novelty is in a comprehensive study of the cultural and educational processes in this region during the NEP years. New archival sources were used to reveal this problem. Conclusions. The educational and cultural processes in Volyn-Zhytomyr in the 1920s were aimed primarily at solving urgent political problems, which was associated with the ideologization of education and the cultural sphere in general. In the analyzed documents, it was constantly emphasized that education and culture should be controlled by the Soviet authorities and correspond to the interests of the ruling party. The authorities were well aware that the main struggle after the events of the Civil War would take place precisely in the sphere of education, culture and religion. Therefore, the Bilshovyks had to do everything to establish their influence in those areas where the population’s social and political consciousness was being formed. Anti-religious campaigns proved the irreconcilability of the Bilshovyks’ ideology and the religious consciousness. The authorities tried to gradually replace religious holidays with Soviet ones, give them a political and ideological color, tear people away from their traditional religious views and beliefs. The same was the policy of the Soviet authorities regarding the educational and cultural development of national minorities. Although the opening of schools with the national language of instruction was allowed, the authorities closely monitored the teaching staff, and the content of textbooks, etc. The Soviet government used as an ideological tool the fact that Volyn Czechs were taught in their native language, which favorably distinguished their situation from that of Polish Czechs, who did not have such an opportunity. However, the permission to use the mother tongue in education was accompanied by harsh ideological pressure aimed at educating a "new" person. The Czechs, Jews, and Poles (as well as Ukrainians) experienced these changes, which gradually led to the establishment of a totalitarian political system.
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50

Ku, Kyeong-nam. "Historicizing Conflict in Korean Modern History Education and its Implications for History Education." Society of History Education 83 (June 30, 2023): 103–36. http://dx.doi.org/10.17999/sohe.2023.83.04.

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