Schooling German Girls and Women: Secondary and Higher Education in the Nineteenth Century. James C. AlbisettiState, Society, and the Elementary School in Imperial Germany. Marjorie Lamberti

1991 ◽  
Vol 63 (4) ◽  
pp. 803-805
Author(s):  
Peter Wozniak
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Elementary School ◽  
Imperial Germany

Fin-de-Siècle Salonica

2018 ◽  
Author(s):  
M. Şükrü Hanioğlu
Keyword(s):  
Nineteenth Century ◽  
Elementary School ◽  
Primary Education ◽  
Lower Class ◽  
Fin De Siecle ◽  
Turkish Republic ◽  
The Future ◽  
Fin De Siècle ◽  
Circle Of Friends ◽  
New Institutions

This chapter discusses Mustafa Kemal Atatürk's childhood in the ancient Macedonian capital of Salonica. The future founder of the Turkish Republic was born one winter, either in 1880 or in 1881. His upbringing was more liberal than that of most lower-class Muslims. No one in his family's circle of friends and relatives, for instance, practiced polygamy. Likewise, his father reportedly drank alcohol, which was abhorred by conservatives. The confusing dualism produced in Ottoman society by the reforms of the nineteenth century had its first imprint on Mustafa when his parents entered into a heated argument about his education. There is little doubt that Mustafa Kemal's deep-seated predilection for new institutions and practices owed much to his years as one of a handful of students in the empire who had their primary education at a private elementary school devoid of a strong religious focus.

Higher Education and Elementary School Computing Partnership

2020 ◽  
Author(s):  
Mary Hudachek-Buswell ◽  
Cedric Stallworth ◽  
LeAnne Cheatham ◽  
Faith North ◽  
Ruchi Banerjee
Keyword(s):  
Higher Education ◽  
Elementary School

scholarly journals Advancing Learning and Teaching in the EHEA: Innovation and Links with Research

2020 ◽  
pp. 273-282
Author(s):  
Michael Gaebel ◽  
Thérèse Zhang ◽  
Romita Iucu
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
Century Model ◽  
Learning And Teaching ◽  
Basic Model ◽  
Core Mission

Abstract Education, a core mission of universities, is frequently depicted as being resistant towards change regarding teaching methods and forms of provision. As Hooker put it, back in 1997, “the nineteenth-century model of teaching at higher level still holds sway and teaching as not changed much since. The last 15 years have seen progressive developments in many higher education institutions, but the basic model has not altered significantly, at least not in the majority of institutions.

scholarly journals Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

2021 ◽  
Vol 9 (2) ◽  
pp. 157
Author(s):  
Cristina Miralles-Cardona ◽  
Esther Chiner ◽  
María Cristina Cardona-Moltó​
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Elementary School ◽  
Early Childhood ◽  
Student Teachers ◽  
Gender Equality ◽  
Education Institution ◽  
Gender Mainstreaming ◽  
Gender Inequalities ◽  
Elementary School Student

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

The Education of Electra

Ladies' Greek ◽  
2017 ◽  
Author(s):  
Yopie Prins
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Women Students ◽  
First Generation ◽  
Smith College ◽  
Ancient Greek ◽  
Student Body ◽  
Performance Practices ◽  
Education Of Women ◽  
Dramatic Presentation

This chapter examines the spectacle of female classical literacy by focusing on two historic productions of Sophocles's tragedy Electra, staged in ancient Greek by the first generation of women students at Girton College in 1883 and at Smith College in 1889. It analyzes these women's performance of ancient Greek in relation to nineteenth-century debates about the higher education of women, and how they drew on a tradition of classical posing, to “transpose” the text into the visual and auditory languages associated with Delsartean performance practices. Their dramatic presentation depended on these alternative modes of translation as well as the subsequent re-presentation of the spectacle in various written accounts. The chapter considers how the cast of Electra was trained for a highly stylized performance, embodying the Sophoclean text in and for a collective student body that sought to commemorate itself through the ritual of mourning.

“To Spread Throughout the Land, an Army of Practical Men”

2017 ◽  
Author(s):  
Charles Dorn
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Common Good ◽  
Education Institution ◽  
Colleges And Universities ◽  
The State ◽  
Technical Knowledge ◽  
Antebellum Era ◽  
Agricultural College ◽  
The Common

This chapter discusses the emergence of a social ethos of practicality in higher education by the end of the nineteenth century. Throughout the antebellum era, the expansion of scientific and technical knowledge joined with the rise of political populism to lead existing institutions to add practical studies to their curricula. Many advocates of practical studies, however, were not satisfied with simply incorporating courses or appending schools to already-established colleges and universities. They sought to break with tradition by establishing a new kind of higher-education institution, one that would teach students scientific and investigative principles while also requiring the application of those principles outside of the classroom, both on the farm and in the field. This new institutional type would contribute to the common good by being unprecedentedly accessible and affordable to agrarian and laboring youth. The chapter then looks at the establishment of the Agricultural College of the State of Michigan.

Political Economy and the Science of Economics in Victorian Britain

2005 ◽  
Author(s):  
Keith Tribe
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Political Economy ◽  
Public Education ◽  
Modern World ◽  
Access To Higher Education ◽  
Teaching And Research ◽  
Victorian Britain ◽  
New Science ◽  
University Life

This chapter looks at the historical understanding of political economy. It also describes the transformation of political economy as a general understanding of wealth and its distribution to a new science of economics. This transition can be linked to the expanding system of public education during the later end of the nineteenth century and the reorganisation of university life around teaching and research in modern subjects. The movement for wider access to higher education was associated with the formation of new university subjects in the humanities. Among these modern subjects, commerce and economics were prominent as new disciplines of study relevant to the modern world.

Deification in the Long Nineteenth Century

2019 ◽  
pp. 55-81
Author(s):  
Ruth Coates
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Twentieth Century ◽  
Political Culture ◽  
Institutions Of Higher Education ◽  
Religious Thought ◽  
History Of ◽  
Cultural Expressions ◽  
Russian Religious Thought ◽  
The Church

Chapter 2 sets out the history of the reception of deification in Russia in the long nineteenth century, drawing attention to the breadth and diversity of the theme’s manifestation, and pointing to the connections with inter-revolutionary religious thought. It examines how deification is understood variously in the spheres of monasticism, Orthodox institutions of higher education, and political culture. It identifies the novelist Fedor Dostoevsky and the philosopher Vladimir Soloviev as the most influential elite cultural expressions of the idea of deification, and the primary conduits through which Western European philosophical expressions of deification reach early twentieth-century Russian religious thought. Inspired by the anthropotheism of Feuerbach, and Stirner’s response to this, Dostoevsky brings to the fore the problem of illegitimate self-apotheosis, whilst Soloviev, in his philosophy of divine humanity, bequeaths deification to his successors both as this is understood by the church and in its iteration in German metaphysical idealism.

Liberal Quakerism in America in the Long Nineteenth Century, 1790–1920

2020 ◽  
Vol 3 (1) ◽  
pp. 1-97
Author(s):  
Thomas D. Hamm
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
North America ◽  
Liberty Of Conscience ◽  
Liberal Thought

Abstract Thomas D. Hamm (Earlham College) argues that a self-conscious, liberal Quakerism emerged in North America between 1790 and 1920. It had three characteristics. The first was a commitment to liberty of conscience. The second was pronounced doubts about orthodox beliefs, such as the divinity of Christ. Finally, liberal Friends saw themselves as holding beliefs fully consistent with early Quakerism. Stirrings appeared as early as the 1790s. Hicksite Friends in the 1820s, although perceiving themselves as traditionalists, manifested all of these characteristics. When other Hicksites took such stances in even more radical directions after 1830, however, bitter divisions ensued. Orthodox Friends were slower to develop liberal thought. It emerged after 1870, as higher education became central to the Gurneyite branch of Orthodox Quakerism, and as some Gurneyites responded to influences in the larger society, and to the changes introduced by the advent of revivalism, by embracing modernist Protestantism.

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