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首页> 外文期刊>Paedagogica Historica >Popular education - rights and duties: school reforms in the Sardinian Kingdom between the eighteenth and nineteenth centuries
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Popular education - rights and duties: school reforms in the Sardinian Kingdom between the eighteenth and nineteenth centuries

机译:大众教育-权利和义务:十八至十九世纪间撒丁岛王国的学校改革

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Between the eighteenth and nineteenth centuries a new method for the provision of popular education emerged in Europe. The Sardinian Kingdom represents a good example of this evolution: in 1729, Piedmont was the first state in Europe to launch a “modern” educational policy with the creation of a public school system. Education was considered a concession granted by the King to deserving subjects who demonstrated the possession of pure morals and faith in Catholicism. The French Revolution imported the idea of education as a right for all citizens and made genuine attempts to reform the school, but it lacked sufficient time to build a new school system. In the following years Napoleon, who had no interest in popular education, tried to use the school to transform the inhabitants of Piedmont into French citizens, but schooling in Piedmont managed to preserve some of its own peculiarities. In 1814, when the Savoy monarchy was restored, it did not remove the French educational system, but tried to change it for its own aims. Nevertheless, Savoy gave much more attention to popular education and attempted to oblige all citizens to attend primary school. The history of the last decades had shown the importance of education in fostering loyal subjects. At the beginning of the nineteenth century it was clear that the message of the Enlightenment, which promoted the school as a way to achieve private and public happiness, had been distorted: in the following centuries education would be considered a duty rather than a right.View full textDownload full textKeywordspopular education, right, duty, happiness, citizensRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00309230.2011.560857
机译:在18世纪和19世纪之间,欧洲出现了一种提供大众教育的新方法。撒丁岛王国代表了这种演变的一个很好的例子:1729年,皮埃蒙特是欧洲第一个通过建立公立学校制度而推行“现代”教育政策的州。国王认为教育是对那些值得证明的人的让步,这些人表现出对天主教的纯正道德和信仰。法国大革命将教育理念作为所有公民的权利,并为改革学校做出了真正的尝试,但它没有足够的时间来建立新的学校体系。在随后的几年中,对大众教育不感兴趣的拿破仑试图利用学校将皮埃蒙特的居民转变为法国公民,但在皮埃蒙特的学校却设法保留了自己的一些特色。 1814年,萨沃伊君主制得到恢复后,它并未取消法国的教育体系,而是试图为其自身目的进行改变。尽管如此,萨伏依(Savoy)更加重视大众教育,并试图强迫所有公民上小学。过去几十年的历史表明,教育在培养忠实科目方面非常重要。在十九世纪初,很明显,启蒙运动的信息被歪曲了,它把学校作为实现私人和公共幸福的一种方式得到了促进:在接下来的几个世纪中,教育被认为是一种义务而不是一种权利。查看全文下载全文关键词受欢迎的教育,权利,义务,幸福,公民相关变量var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,servicescompact:“ citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,更多”,发布号:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/00309230.2011.560857

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