Animal Magnetism and Curriculum History
Identifieur interne : 000409 ( Main/Exploration ); précédent : 000408; suivant : 000410Animal Magnetism and Curriculum History
Auteurs : Bernadette Baker [États-Unis]Source :
- 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
Affiliations:
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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><affiliations><list><country><li>États-Unis</li></country><region><li>Wisconsin</li></region></list><tree><country name="États-Unis"><region name="Wisconsin"><name sortKey="Baker, Bernadette" sort="Baker, Bernadette" uniqKey="Baker B" first="Bernadette" last="Baker">Bernadette Baker</name></region></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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