HISTORY OF EDUCATION (2)

Author: Sisto Edreira Rafael Carlos.
Year: 2006.
University: SANTIAGO DE COMPOSTELA [www.usc.es].
Place of defense: Facultad de Educación.
Place of preparation: Facultade de Educación.

Summary: The research delves into the code of discipline of the art of Physics and Chemistry in the organizational model, scientific and didactic followed by the educational authorities of the State in the design and implementation of the provisions giving rise to secondary education and the incorporation to him of Physics and Chemistry. We search for the set of values and ideas that legitimize the incorporation of the art curriculum, is the specific social context in which this occurs even social interests that this fact reflected, and categorizes the content of teaching and teaching practice. It analyzes the situation in different European countries, comparing the national educational realities and the various models applied to the teaching of science, mutual dependencies and related sets. This search has a geographical sense -comparación realities national educational diferenciadas-, and a sense ideological -flujo ideas and models represented by the various currents ideológicas- with mutual dependencies and related sets. It examines and compares the preparation of teachers who go to the teaching of physics and chemistry at the secondary level in Europe and is discovered, starting programs, manuals, training materials and scientific instruments, the methodology employed in the teaching of Physics and Chemistry by the faculty. It assesses the effect more or less practical matter, science news of what is taught, its suitability for the theoretical model designed for the discipline, and more or less permeable system to external innovations. Assesses the model (forms of production, distribution and reproduction of knowledge) reviewing its realization in Galicia. From this perspective, we studied the incorporation of scientific tools and materials that have conditioned the daily operation of the professorships, a key process in the design and development of teaching discipline. A second volume is documented scientific tools of the course purchased by the institutes Galicians from its inception until the year 1874.

Author: ARAGON ROZAS ROSANA.
Year: 2006.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN -DPTO. HISTORIA DE LA EDUCACIÓN Y EDUCACIÓN COMPARADA.

Summary: The present study intended as a tribute to one of the most effective humanists of Humanism Spanish sixteenth century, Juan Bonifacio. His work, although it has been studied from the literary perspective, and more specifically its contribution to the theater of the Spanish Golden Age, presented a significant gap: the teacher. On this side, although they have made some contributions partial missing by translating and studying one of his works more qualified teaching: Institution of Christian child, edited for the first time in Salamanca in 1576, this being the issue that based research. To fill some of that vacuum comes the present study, justified by four reasons, the seven editions of the work, being a basic text in many schools jesuíticos of the sixteenth and seventeenth centuries, a precursor of the educational background of the Ratio Studiorum Jesuit, and finally being the first European book printed in China in an attempt to disseminate the ideas of humanism Middle Renaissance. In preparing this paper we have continued mainly own methodology of historical research, which is a reality in educational coordinates of the past with projection on education. The institution of the Christian child is in the works regarding the configuration of the Theory of Moral Education Jesuit; principles that the author exposes, in 1576, they retain full force in today's society. From the standpoint of this historical study, and therefore, retrospective, we are aware of the cyclical pattern experienced by human behavior. Knowing children in the Golden Age enables us to extrapolate educational patterns that guide the moral upbringing today.