ABSTRACT

In the early 1880s, Belgian educators were confronted for the first time with calls for the use of the optical lantern in schools. Around the same time, new pedagogical theories gained ground, which argued in favour of visually aided, more experiential forms of teaching. By investigating the pedagogical discourse on the introduction and use of image projection in Belgian primary and secondary schools between 1880 and 1920, this study investigates how campaigns for the educational use of lantern slides framed the optical lantern as an educational medium and to what extent this discourse was influenced by contemporary pedagogical theories. As such, this study sheds new light on the professional pressures placed on teachers and the expectations of how they should use media, and how these demands were often at odds with teachers’ practical pedagogy.

摘要

在 1880 年代初期，比利时教育工作者第一次面对要求在学校使用光学灯笼的呼吁。大约在同一时间，新的教学理论取得了进展，支持视觉辅助、更具体验性的教学形式。通过调查 1880 年至 1920 年间比利时中小学关于图像投影的引入和使用的教学话语，本研究调查了灯笼幻灯片的教育使用运动如何将灯笼作为一种教育媒介，以及这种话语在多大程度上受到当代教学理论的影响。因此，这项研究揭示了教师面临的专业压力和他们应该如何使用媒体的期望，以及这些要求如何经常与教师的实践教学相矛盾。