Animal Magnetism and Curriculum History
Identifieur interne : 000547 ( Istex/Corpus ); précédent : 000546; suivant : 000548Animal Magnetism and Curriculum History
Auteurs : Bernadette BakerSource :
- Curriculum Inquiry [ 0362-6784 ] ; 2007-06.
English descriptors
- Teeft :
- Alison winter, American curriculum, American education, Anglophone literature, Animal magnetism, Asylum, Behavior management, Behavior management practices, Bell curve, Bernadette, Bernadette baker, Binet, Brutal pessimism, Cambridge university press, Cazot, Chicago press, Child development theories, Child genius, Child geniuses, Classroom practice, Common schooling, Common sense, Comparative school surveys, Complete insensibility, Compulsory, Compulsory attendance, Compulsory attendance legislation, Compulsory schooling, Curriculum, Curriculum historians, Curriculum histories, Curriculum history, Curriculum inquiry, Curriculum lines, Curriculum policies, Curriculum studies, Custodial asylums, Delinquent children, Disability history, Disability treatment, Dynamic psychiatry, Early decades, Educational identity, Educational objects, Emergent experts, Empirical scale, Epigastric region, Experimental studies, Feebleminded, Feebleminded children, Formalization, Full picture, Generational ideas, Harvard university press, Historical triangulation, Hypnosis, Hypnotic, Hypnotic state, Hypnotic therapy, Hypnotism, Institutional formalization, Intelligence testing, Intelligence tests, Interpenetrated, John richardson, Lewis terman, Long time, Magnetic slumber, Magnetism, Major concepts, Meaning systems, Medical section, Mental measurement, Mental measurement movement, Mesmeric, Mesmeric experiments, Mesmeric practices, Mesmerism, Methodological implications, Michigan press, Middle voice, Mind theory, Mitchell snyder, Nancy school, Narrative prosthesis, Normal person, Ontological status, Other institutions, Popular culture, Proper conduct, Psychical research, Public education, Public school, Public schooling, Public schools, Reaction time, Reform schools, Research strategy, School attendance, Schooling, Second aspect, Somnambulic state, Special education, Student grouping, Such debates, Such discourses, Such inclusion, Such issues, Such practices, Such questions, Suggestibility, Suggestive therapeutics, Suzanne heisler, Term curriculum, Terman, Trinary system, Tutelary complexes, Victorian britain, Vocational education, William james.
Abstract
This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy‐ or practice‐oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.
Url:
DOI: 10.1111/j.1467-873X.2007.00376.x
Links to Exploration step
ISTEX:282B417A481A1D264CBF3FFDC31CE9AAD613C112Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Animal Magnetism and Curriculum History</title><author><name sortKey="Baker, Bernadette" sort="Baker, Bernadette" uniqKey="Baker B" first="Bernadette" last="Baker">Bernadette Baker</name><affiliation><mods:affiliation>University of WisconsinMadison, WI, USA</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:282B417A481A1D264CBF3FFDC31CE9AAD613C112</idno><date when="2007" year="2007">2007</date><idno type="doi">10.1111/j.1467-873X.2007.00376.x</idno><idno type="url">https://api.istex.fr/document/282B417A481A1D264CBF3FFDC31CE9AAD613C112/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000547</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">000547</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main">Animal Magnetism and Curriculum History</title><author><name sortKey="Baker, Bernadette" sort="Baker, Bernadette" uniqKey="Baker B" first="Bernadette" last="Baker">Bernadette Baker</name><affiliation><mods:affiliation>University of WisconsinMadison, WI, USA</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j" type="main">Curriculum Inquiry</title><title level="j" type="alt">CURRICULUM INQUIRY</title><idno type="ISSN">0362-6784</idno><idno type="eISSN">1467-873X</idno><imprint><biblScope unit="vol">37</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="123">123</biblScope><biblScope unit="page" to="158">158</biblScope><biblScope unit="page-count">36</biblScope><publisher>Blackwell Publishing Inc</publisher><pubPlace>Malden, USA</pubPlace><date type="published" when="2007-06">2007-06</date></imprint><idno type="ISSN">0362-6784</idno></series></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0362-6784</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="Teeft" xml:lang="en"><term>Alison winter</term><term>American curriculum</term><term>American education</term><term>Anglophone literature</term><term>Animal magnetism</term><term>Asylum</term><term>Behavior management</term><term>Behavior management practices</term><term>Bell curve</term><term>Bernadette</term><term>Bernadette baker</term><term>Binet</term><term>Brutal pessimism</term><term>Cambridge university press</term><term>Cazot</term><term>Chicago press</term><term>Child development theories</term><term>Child genius</term><term>Child geniuses</term><term>Classroom practice</term><term>Common schooling</term><term>Common sense</term><term>Comparative school surveys</term><term>Complete insensibility</term><term>Compulsory</term><term>Compulsory attendance</term><term>Compulsory attendance legislation</term><term>Compulsory schooling</term><term>Curriculum</term><term>Curriculum historians</term><term>Curriculum histories</term><term>Curriculum history</term><term>Curriculum inquiry</term><term>Curriculum lines</term><term>Curriculum policies</term><term>Curriculum studies</term><term>Custodial asylums</term><term>Delinquent children</term><term>Disability history</term><term>Disability treatment</term><term>Dynamic psychiatry</term><term>Early decades</term><term>Educational identity</term><term>Educational objects</term><term>Emergent experts</term><term>Empirical scale</term><term>Epigastric region</term><term>Experimental studies</term><term>Feebleminded</term><term>Feebleminded children</term><term>Formalization</term><term>Full picture</term><term>Generational ideas</term><term>Harvard university press</term><term>Historical triangulation</term><term>Hypnosis</term><term>Hypnotic</term><term>Hypnotic state</term><term>Hypnotic therapy</term><term>Hypnotism</term><term>Institutional formalization</term><term>Intelligence testing</term><term>Intelligence tests</term><term>Interpenetrated</term><term>John richardson</term><term>Lewis terman</term><term>Long time</term><term>Magnetic slumber</term><term>Magnetism</term><term>Major concepts</term><term>Meaning systems</term><term>Medical section</term><term>Mental measurement</term><term>Mental measurement movement</term><term>Mesmeric</term><term>Mesmeric experiments</term><term>Mesmeric practices</term><term>Mesmerism</term><term>Methodological implications</term><term>Michigan press</term><term>Middle voice</term><term>Mind theory</term><term>Mitchell snyder</term><term>Nancy school</term><term>Narrative prosthesis</term><term>Normal person</term><term>Ontological status</term><term>Other institutions</term><term>Popular culture</term><term>Proper conduct</term><term>Psychical research</term><term>Public education</term><term>Public school</term><term>Public schooling</term><term>Public schools</term><term>Reaction time</term><term>Reform schools</term><term>Research strategy</term><term>School attendance</term><term>Schooling</term><term>Second aspect</term><term>Somnambulic state</term><term>Special education</term><term>Student grouping</term><term>Such debates</term><term>Such discourses</term><term>Such inclusion</term><term>Such issues</term><term>Such practices</term><term>Such questions</term><term>Suggestibility</term><term>Suggestive therapeutics</term><term>Suzanne heisler</term><term>Term curriculum</term><term>Terman</term><term>Trinary system</term><term>Tutelary complexes</term><term>Victorian britain</term><term>Vocational education</term><term>William james</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy‐ or practice‐oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.</div></front></TEI><istex><corpusName>wiley</corpusName><keywords><teeft><json:string>animal magnetism</json:string><json:string>curriculum history</json:string><json:string>binet</json:string><json:string>bernadette</json:string><json:string>mesmerism</json:string><json:string>hypnosis</json:string><json:string>bernadette baker</json:string><json:string>terman</json:string><json:string>mesmeric</json:string><json:string>common schooling</json:string><json:string>cazot</json:string><json:string>interpenetrated</json:string><json:string>feebleminded</json:string><json:string>hypnotism</json:string><json:string>formalization</json:string><json:string>asylum</json:string><json:string>curriculum inquiry</json:string><json:string>public schooling</json:string><json:string>narrative prosthesis</json:string><json:string>child development theories</json:string><json:string>intelligence testing</json:string><json:string>compulsory attendance legislation</json:string><json:string>hypnotic</json:string><json:string>reform schools</json:string><json:string>john richardson</json:string><json:string>feebleminded children</json:string><json:string>hypnotic state</json:string><json:string>special education</json:string><json:string>public school</json:string><json:string>william james</json:string><json:string>mental measurement</json:string><json:string>such debates</json:string><json:string>educational objects</json:string><json:string>magnetism</json:string><json:string>mesmeric practices</json:string><json:string>michigan press</json:string><json:string>delinquent children</json:string><json:string>psychical research</json:string><json:string>school attendance</json:string><json:string>such discourses</json:string><json:string>curriculum studies</json:string><json:string>generational ideas</json:string><json:string>intelligence tests</json:string><json:string>american education</json:string><json:string>curriculum lines</json:string><json:string>behavior management</json:string><json:string>methodological implications</json:string><json:string>such questions</json:string><json:string>tutelary complexes</json:string><json:string>lewis terman</json:string><json:string>curriculum histories</json:string><json:string>public schools</json:string><json:string>early decades</json:string><json:string>common sense</json:string><json:string>compulsory attendance</json:string><json:string>such practices</json:string><json:string>schooling</json:string><json:string>curriculum</json:string><json:string>trinary system</json:string><json:string>anglophone literature</json:string><json:string>medical section</json:string><json:string>other institutions</json:string><json:string>public education</json:string><json:string>disability history</json:string><json:string>mind theory</json:string><json:string>second aspect</json:string><json:string>research strategy</json:string><json:string>magnetic slumber</json:string><json:string>curriculum policies</json:string><json:string>empirical scale</json:string><json:string>middle voice</json:string><json:string>compulsory schooling</json:string><json:string>educational identity</json:string><json:string>comparative school surveys</json:string><json:string>student grouping</json:string><json:string>mental measurement movement</json:string><json:string>such issues</json:string><json:string>popular culture</json:string><json:string>curriculum historians</json:string><json:string>mitchell snyder</json:string><json:string>behavior management practices</json:string><json:string>bell curve</json:string><json:string>american curriculum</json:string><json:string>somnambulic state</json:string><json:string>child genius</json:string><json:string>epigastric region</json:string><json:string>long time</json:string><json:string>experimental studies</json:string><json:string>institutional formalization</json:string><json:string>nancy school</json:string><json:string>dynamic psychiatry</json:string><json:string>complete insensibility</json:string><json:string>historical triangulation</json:string><json:string>emergent experts</json:string><json:string>alison winter</json:string><json:string>full picture</json:string><json:string>disability treatment</json:string><json:string>suggestive therapeutics</json:string><json:string>classroom practice</json:string><json:string>hypnotic therapy</json:string><json:string>mesmeric experiments</json:string><json:string>victorian britain</json:string><json:string>reaction time</json:string><json:string>meaning systems</json:string><json:string>normal person</json:string><json:string>brutal pessimism</json:string><json:string>child geniuses</json:string><json:string>ontological status</json:string><json:string>proper conduct</json:string><json:string>such inclusion</json:string><json:string>custodial asylums</json:string><json:string>term curriculum</json:string><json:string>suzanne heisler</json:string><json:string>harvard university press</json:string><json:string>chicago press</json:string><json:string>cambridge university press</json:string><json:string>major concepts</json:string><json:string>vocational education</json:string><json:string>suggestibility</json:string><json:string>compulsory</json:string></teeft></keywords><author><json:item><name>BERNADETTE BAKER</name><affiliations><json:string>University of WisconsinMadison, WI, USA</json:string></affiliations></json:item></author><articleId><json:string>CURI376</json:string></articleId><arkIstex>ark:/67375/WNG-TQHNV3X7-8</arkIstex><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><abstract>This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy‐ or practice‐oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.</abstract><qualityIndicators><score>9.04</score><pdfWordCount>15129</pdfWordCount><pdfCharCount>92673</pdfCharCount><pdfVersion>1.2</pdfVersion><pdfPageCount>36</pdfPageCount><pdfPageSize>504 x 720 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractWordCount>170</abstractWordCount><abstractCharCount>1220</abstractCharCount><keywordCount>0</keywordCount></qualityIndicators><title>Animal Magnetism and Curriculum History</title><genre><json:string>article</json:string></genre><host><title>Curriculum Inquiry</title><language><json:string>unknown</json:string></language><doi><json:string>10.1111/(ISSN)1467-873X</json:string></doi><issn><json:string>0362-6784</json:string></issn><eissn><json:string>1467-873X</json:string></eissn><publisherId><json:string>CURI</json:string></publisherId><volume>37</volume><issue>2</issue><pages><first>123</first><last>158</last><total>36</total></pages><genre><json:string>journal</json:string></genre></host><namedEntities><unitex><date><json:string>1912</json:string><json:string>1831</json:string><json:string>1840s</json:string><json:string>the 21st century</json:string><json:string>1690s</json:string><json:string>1784</json:string><json:string>1880s</json:string><json:string>1920s</json:string><json:string>1883</json:string><json:string>1749</json:string><json:string>1700s</json:string><json:string>1902</json:string><json:string>1888</json:string><json:string>1850s</json:string><json:string>in the 17th century</json:string><json:string>the 20th century</json:string><json:string>in the 19th century</json:string><json:string>1890s</json:string><json:string>1780s</json:string><json:string>1820s</json:string><json:string>2007</json:string><json:string>1827</json:string><json:string>1950</json:string><json:string>1852</json:string><json:string>the 19th century</json:string><json:string>1830s</json:string><json:string>19th century</json:string><json:string>1989</json:string><json:string>1800s</json:string></date><geogName></geogName><orgName><json:string>University of Toronto</json:string><json:string>Canada, the United Kingdom, and the United States</json:string><json:string>Algeria, Australia, Brazil, Haiti, and India</json:string><json:string>United States, Goddard</json:string><json:string>Napoleonic France of Binet</json:string><json:string>I United States of Terman</json:string><json:string>Ontario Institute for Studies</json:string><json:string>American Curriculum</json:string><json:string>France, Binet and Simon</json:string><json:string>Canada, Europe, and the United States</json:string><json:string>French Royal Academy of Sciences</json:string></orgName><orgName_funder></orgName_funder><orgName_provider></orgName_provider><persName><json:string>Morgridge</json:string><json:string>Pierre Cazot</json:string><json:string>Stanley Hall</json:string><json:string>Robert Collyer</json:string><json:string>Frederick Anthony</json:string><json:string>Charles Féré</json:string><json:string>School</json:string><json:string>Francis Galton</json:string><json:string>Winter</json:string><json:string>Patience Worth</json:string><json:string>M. Petetin</json:string><json:string>Barry Franklin</json:string><json:string>Johann Gaspar</json:string><json:string>William L. Stone</json:string><json:string>David Rothman</json:string><json:string>Walter</json:string><json:string>Jean-George Cabanis</json:string><json:string>Curran</json:string><json:string>Alfred Binet</json:string><json:string>William Stone</json:string><json:string>Erasmus Darwin</json:string><json:string>Lenore Curran</json:string><json:string>Nancy School</json:string><json:string>The</json:string><json:string>J. Milne</json:string><json:string>Franklin Prince</json:string><json:string>Casper Yost</json:string><json:string>Baker Eddy</json:string><json:string>Jackson Davis</json:string><json:string>Ten</json:string><json:string>French</json:string><json:string>John Richardson</json:string><json:string>James Braid</json:string><json:string>Charles Poyen</json:string><json:string>Charles Bell</json:string><json:string>Horace Mann</json:string><json:string>William James</json:string><json:string>Stephen Jay</json:string><json:string>Henri Ellenberger</json:string><json:string>Lewis Terman</json:string><json:string>Herbert Kliebard</json:string><json:string>Peter Wagner</json:string><json:string>La Suggestibilité</json:string><json:string>William Whewell</json:string><json:string>Benjamin Franklin</json:string></persName><placeName><json:string>Stanford</json:string><json:string>Paris</json:string><json:string>Germany</json:string><json:string>United States</json:string><json:string>UK</json:string><json:string>Austria</json:string><json:string>Europe</json:string><json:string>United Kingdom</json:string><json:string>York</json:string><json:string>St Michel</json:string><json:string>France</json:string><json:string>Cambridge</json:string></placeName><ref_url></ref_url><ref_bibl><json:string>Gould, 1981</json:string><json:string>Baker, 2001</json:string><json:string>Hall, 1881, 1883</json:string><json:string>Davis (1997)</json:string><json:string>Binet & Féré, 1888, p. 160</json:string><json:string>Colquhoun, 1831/33, p. 171</json:string><json:string>Binet & Féré, 1888, p. 171</json:string><json:string>Stocking, 1986</json:string><json:string>Stigler, 1999</json:string><json:string>Richardson, 1999</json:string><json:string>Colquhoun, 1831/1833, p. 211</json:string><json:string>Winter, 1998, p. 7</json:string><json:string>Richardson, 2001</json:string><json:string>Richardson, 1993</json:string><json:string>Simmons, 1942</json:string><json:string>Baker, 2005</json:string><json:string>Baker (2001)</json:string><json:string>Anderson, 1988</json:string><json:string>Winter, 1998</json:string><json:string>James, 1896/1982, 1899/1915</json:string><json:string>James, 1897/1960, p. 28</json:string><json:string>Winter (1998, p. 8)</json:string><json:string>Mills, 2006</json:string><json:string>Wallace, 1983</json:string><json:string>Richardson, 2001, p. 12</json:string><json:string>Trent, 1994</json:string><json:string>Binet, 1909/1984, p. 101</json:string><json:string>Chertok & Stengers, 1992</json:string><json:string>Tinterow, 1970</json:string><json:string>Ellenberger, 1970</json:string><json:string>Gauld, 1992</json:string><json:string>Berloff, 1997</json:string><json:string>Tyack, 1976</json:string><json:string>Richardson (2001)</json:string><json:string>Stiker (1999)</json:string><json:string>Binet and Féré (1888, p. 160)</json:string><json:string>Richardson, 1999, p. 56</json:string><json:string>Binet, 1909/1984, p. 100</json:string><json:string>Pattie, 1994</json:string><json:string>Laurence & Perry, 1988</json:string><json:string>Dingwall, 1967</json:string><json:string>Richardson (1994, p. 695)</json:string><json:string>Winter, 1998, p. 4</json:string><json:string>Colquhoun, 1831/33, p. 173</json:string><json:string>Richardson, 1994, p. 698</json:string><json:string>Mitchell & Snyder, 2006</json:string><json:string>Wrigley, 1996</json:string><json:string>Wright, 2005</json:string><json:string>Gilman, 1993</json:string><json:string>Fuller, 1982</json:string><json:string>Stone, 1837, p. 5</json:string><json:string>Davis, 1997</json:string><json:string>Ellenberger, 1970, p. 151</json:string><json:string>Darnton, 1968</json:string><json:string>Mitchell & Snyder, 2000</json:string><json:string>Kode, 2002</json:string><json:string>Mann, 1855/1969</json:string><json:string>Richardson (1999)</json:string><json:string>Longmore & Umansky, 2001</json:string><json:string>Binet & Féré, 1888, p. 172</json:string><json:string>Westbury, 2005</json:string><json:string>Winter (1998, p. 6)</json:string><json:string>Baker (2004)</json:string><json:string>Johnson, 1906, p. 230</json:string><json:string>Lesko, 2001</json:string><json:string>Hale, 1971</json:string><json:string>Bernheim, 1880</json:string><json:string>Waterfield, 2003</json:string><json:string>Locke, 1689/1975</json:string><json:string>Hlebowitsh, 2005a, 2005b</json:string></ref_bibl><bibl></bibl></unitex></namedEntities><ark><json:string>ark:/67375/WNG-TQHNV3X7-8</json:string></ark><categories><wos><json:string>1 - social science</json:string><json:string>2 - education & educational research</json:string></wos><scienceMetrix><json:string>1 - economic & social sciences</json:string><json:string>2 - social sciences</json:string><json:string>3 - education</json:string></scienceMetrix><scopus><json:string>1 - Social Sciences</json:string><json:string>2 - Social Sciences</json:string><json:string>3 - Education</json:string></scopus><inist><json:string>1 - sciences humaines et sociales</json:string><json:string>2 - sciences de l'education</json:string></inist></categories><publicationDate>2007</publicationDate><copyrightDate>2007</copyrightDate><doi><json:string>10.1111/j.1467-873X.2007.00376.x</json:string></doi><id>282B417A481A1D264CBF3FFDC31CE9AAD613C112</id><score>1</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/282B417A481A1D264CBF3FFDC31CE9AAD613C112/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/282B417A481A1D264CBF3FFDC31CE9AAD613C112/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/282B417A481A1D264CBF3FFDC31CE9AAD613C112/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main">Animal Magnetism and Curriculum History</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Blackwell Publishing Inc</publisher><pubPlace>Malden, USA</pubPlace><date type="published" when="2007-06"></date></publicationStmt><notesStmt><note type="content-type" subtype="article" source="article" scheme="https://content-type.data.istex.fr/ark:/67375/XTP-6N5SZHKN-D">article</note><note type="publication-type" subtype="journal" scheme="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</note></notesStmt><sourceDesc><biblStruct type="article"><analytic><title level="a" type="main">Animal Magnetism and Curriculum History</title><title level="a" type="short">ANIMAL MAGNETISM AND CURRICULUM HISTORY</title><author xml:id="author-0000"><persName><forename type="first">BERNADETTE</forename><surname>BAKER</surname></persName><affiliation>University of Wisconsin
Madison, WI, USA<address><country key="US"></country></address></affiliation></author><idno type="istex">282B417A481A1D264CBF3FFDC31CE9AAD613C112</idno><idno type="ark">ark:/67375/WNG-TQHNV3X7-8</idno><idno type="DOI">10.1111/j.1467-873X.2007.00376.x</idno><idno type="unit">CURI376</idno><idno type="toTypesetVersion">file:CURI.CURI376.pdf</idno></analytic><monogr><title level="j" type="main">Curriculum Inquiry</title><title level="j" type="alt">CURRICULUM INQUIRY</title><idno type="pISSN">0362-6784</idno><idno type="eISSN">1467-873X</idno><idno type="book-DOI">10.1111/(ISSN)1467-873X</idno><idno type="book-part-DOI">10.1111/curi.2007.37.issue-2</idno><idno type="product">CURI</idno><idno type="publisherDivision">ST</idno><imprint><biblScope unit="vol">37</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="123">123</biblScope><biblScope unit="page" to="158">158</biblScope><biblScope unit="page-count">36</biblScope><publisher>Blackwell Publishing Inc</publisher><pubPlace>Malden, USA</pubPlace><date type="published" when="2007-06"></date></imprint></monogr></biblStruct></sourceDesc></fileDesc><profileDesc><abstract xml:lang="en" style="main"><head>ABSTRACT</head><p>This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of <hi rend="italic">différance </hi>that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy‐ or practice‐oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.</p></abstract><textClass><keywords rend="tocHeading1"><term>Articles</term></keywords></textClass><langUsage><language ident="en"></language></langUsage></profileDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/282B417A481A1D264CBF3FFDC31CE9AAD613C112/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Inc</publisherName><publisherLoc>Malden, USA</publisherLoc></publisherInfo><doi origin="wiley" registered="yes">10.1111/(ISSN)1467-873X</doi><issn type="print">0362-6784</issn><issn type="electronic">1467-873X</issn><idGroup><id type="product" value="CURI"></id><id type="publisherDivision" value="ST"></id></idGroup><titleGroup><title type="main" sort="CURRICULUM INQUIRY">Curriculum Inquiry</title></titleGroup></publicationMeta><publicationMeta level="part" position="06002"><doi origin="wiley">10.1111/curi.2007.37.issue-2</doi><numberingGroup><numbering type="journalVolume" number="37">37</numbering><numbering type="journalIssue" number="2">2</numbering></numberingGroup><coverDate startDate="2007-06">June 2007</coverDate></publicationMeta><publicationMeta level="unit" type="article" position="3" status="forIssue"><doi origin="wiley">10.1111/j.1467-873X.2007.00376.x</doi><idGroup><id type="unit" value="CURI376"></id></idGroup><countGroup><count type="pageTotal" number="36"></count></countGroup><titleGroup><title type="tocHeading1">Articles</title></titleGroup><eventGroup><event type="firstOnline" date="2007-05-01"></event><event type="publishedOnlineFinalForm" date="2007-05-01"></event><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:2.3.2 mode:FullText source:FullText result:FullText" date="2010-03-09"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-16"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-17"></event></eventGroup><numberingGroup><numbering type="pageFirst" number="123">123</numbering><numbering type="pageLast" number="158">158</numbering></numberingGroup><linkGroup><link type="toTypesetVersion" href="file:CURI.CURI376.pdf"></link></linkGroup></publicationMeta><contentMeta><countGroup><count type="figureTotal" number="0"></count><count type="tableTotal" number="0"></count><count type="formulaTotal" number="0"></count><count type="referenceTotal" number="68"></count><count type="wordTotal" number="16041"></count><count type="linksPubMed" number="0"></count><count type="linksCrossRef" number="0"></count></countGroup><titleGroup><title type="main">Animal Magnetism and Curriculum History</title><title type="shortAuthors">BERNADETTE BAKER</title><title type="short">ANIMAL MAGNETISM AND CURRICULUM HISTORY</title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1"><personName><givenNames>BERNADETTE</givenNames><familyName>BAKER</familyName></personName></creator></creators><affiliationGroup><affiliation xml:id="a1" countryCode="US"><unparsedAffiliation>
University of Wisconsin
Madison, WI, USA</unparsedAffiliation></affiliation></affiliationGroup><abstractGroup><abstract type="main" xml:lang="en"><title type="main">ABSTRACT</title><p>This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of <i>différance </i>that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy‐ or practice‐oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Animal Magnetism and Curriculum History</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>ANIMAL MAGNETISM AND CURRICULUM HISTORY</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Animal Magnetism and Curriculum History</title></titleInfo><name type="personal"><namePart type="given">BERNADETTE</namePart><namePart type="family">BAKER</namePart><affiliation>University of WisconsinMadison, WI, USA</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-6N5SZHKN-D">article</genre><originInfo><publisher>Blackwell Publishing Inc</publisher><place><placeTerm type="text">Malden, USA</placeTerm></place><dateIssued encoding="w3cdtf">2007-06</dateIssued><copyrightDate encoding="w3cdtf">2007</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><extent unit="figures">0</extent><extent unit="tables">0</extent><extent unit="formulas">0</extent><extent unit="references">68</extent><extent unit="linksCrossRef">0</extent><extent unit="words">16041</extent></physicalDescription><abstract lang="en">This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history's repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education's emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy‐ or practice‐oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.</abstract><relatedItem type="host"><titleInfo><title>Curriculum Inquiry</title></titleInfo><genre type="journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><identifier type="ISSN">0362-6784</identifier><identifier type="eISSN">1467-873X</identifier><identifier type="DOI">10.1111/(ISSN)1467-873X</identifier><identifier type="PublisherID">CURI</identifier><part><date>2007</date><detail type="volume"><caption>vol.</caption><number>37</number></detail><detail type="issue"><caption>no.</caption><number>2</number></detail><extent unit="pages"><start>123</start><end>158</end><total>36</total></extent></part></relatedItem><identifier type="istex">282B417A481A1D264CBF3FFDC31CE9AAD613C112</identifier><identifier type="ark">ark:/67375/WNG-TQHNV3X7-8</identifier><identifier type="DOI">10.1111/j.1467-873X.2007.00376.x</identifier><identifier type="ArticleID">CURI376</identifier><recordInfo><recordContentSource authority="ISTEX" authorityURI="https://loaded-corpus.data.istex.fr" valueURI="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-L0C46X92-X">wiley</recordContentSource><recordOrigin>Blackwell Publishing Inc</recordOrigin></recordInfo></mods><json:item><extension>json</extension><original>false</original><mimetype>application/json</mimetype><uri>https://api.istex.fr/document/282B417A481A1D264CBF3FFDC31CE9AAD613C112/metadata/json</uri></json:item></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Wicri/Psychologie/explor/BernheimV1/Data/Istex/Corpus
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000547 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Istex/Corpus/biblio.hfd -nk 000547 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Wicri/Psychologie
|area= BernheimV1
|flux= Istex
|étape= Corpus
|type= RBID
|clé= ISTEX:282B417A481A1D264CBF3FFDC31CE9AAD613C112
|texte= Animal Magnetism and Curriculum History
}}
| This area was generated with Dilib version V0.6.33. |  |