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Geographical education in the eighteenth-century German-speaking territories
Paedagogica Historica ( IF 0.680 ) Pub Date : 2021-02-01 , DOI: 10.1080/00309230.2021.1872658
Luise Fischer , Charles W. J. Withers

ABSTRACT

This paper examines debates over the nature, purpose, and reform of geographical education in schools in the eighteenth-century German-speaking territories. Attention is paid to contemporaries’ concerns over the cognitive content of geography – what geography was – and, in greater detail, to their views concerning how the subject might be taught, its teaching improved, and the end in view of teaching it, namely to produce informed citizens. The paper shows that while there was widespread agreement over the utility of geography, opinions differed over how best to teach it, and to whom. These differences centred less on religion, between the largely Catholic southern German territories and the chiefly Protestant northern German territories, and more upon the age, social status, gender, and intended future of the pupil. Proposals for the reform of geographical education argued that geography be taught first with reference to the pupil’s locality and to notions of “homeland” from which local setting attention would be paid to other states, countries, and continents.



中文翻译:

十八世纪德语地区的地理教育

摘要

本文审视了关于 18 世纪德语地区学校地理教育的性质、目的和改革的争论。注意同时代人对地理学认知内容的关注——地理学是什么——更详细地,关注他们关于如何教授这门学科的观点,如何改进它的教学,以及教学它的目的,即培养知情公民。该论文表明,虽然人们对地理的实用性达成了广泛共识,但对于如何最好地教授地理以及向谁教授地理存在分歧。这些差异主要集中在以天主教徒为主的南德意志地区和以新教徒为主的北德意志地区之间的宗教上,而更多地集中在学生的年龄、社会地位、性别和预期的未来上。

更新日期:2021-02-01
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