This article aims to give an overview of the use and the meaning of images in two types of school textbooks used in Spain from the early twentieth century until the end of the 1960s: the textbooks Lecciones de cosas (âobject lessonsâ) and those used for the teaching of religion. For this analysis the iconographic-iconological method will be used as it is applied in the study of art history. In this way it will be seen how it is possible to arrive at didactic and pedagogic conclusions that can help to understand the intentionality of the school textbooks as they were used in the process of teaching and learning. The goal is to show that the illustrations used did not merely aim to transmit information and facts; rather, the artistic code chosen played a fundamental role in transmitting ideas and teachings of a far broader scope. It will also be seen how the illustrations differ not only in the contents that they were meant to transmit, which is to be expected, but in the didactic use that was made of them and, more importantly, in the behaviour and attitudes that they strove to encourage in the students who studied them. It is proposed to contrast the way in which these textbooks used images to teach about the world around us with the way they attempted to show another âworldâ, one not normally perceptible to childrenâs senses. The article will also delve into the question of how illustrations translated this paradox between this life and the âother lifeâ, establishing differences and similarities in the way such content and teachings were transmitted.View full textDownload full textKeywordsobject lessons, religion, iconology, textbooks, SpainRelated 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/10.1080/0046760X.2011.598467
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机译：本文旨在概述二十世纪初至1960年代末在西班牙使用的两种学校教科书中图像的使用及其含义：Lecciones de cosas教科书（“对象课程”）以及那些用于宗教教学的东西。为了进行这种分析，将使用象形学方法学来研究艺术史。通过这种方式，将看到如何得出教义性和教学性的结论，这些结论可以帮助理解学校教科书在教学过程中所使用的意图。目的是表明所使用的插图不仅旨在传达信息和事实。相反，所选择的艺术代码在传播范围更广的思想和教学方面起着根本性的作用。还将看到插图不仅在预期传递的内容上有何不同，而且在它们所进行的教学用途上，更重要的是在他们追求的行为和态度上也有差异鼓励学习他们的学生。建议将这些教科书使用图像来教我们周围的世界的方式与他们试图展示另一个“世界”（通常是儿童的感官通常无法感知的）的方式进行对比。本文还将探讨插图如何翻译这种生命与“另一种生命”之间的悖论，并在传播此类内容和教义的方式上建立差异和相似之处。查看全文下载全文关键字对象课程，宗教信仰，图标，教科书，西班牙相关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：“ ra-4dff56cd6bb1830b “};添加到候选列表链接永久链接http://dx.doi.org/10.1080/0046760X.2011.598467
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