Session Information
17 SES 05, The Visual in the History of Education
Paper Session
Contribution
The discovery of the picture as a source in the History of Education
The discovery of the picture as a source in History of Education at the beginning of the eighties of the 20th century gave the opportunity to educational and school historians, to transfer the iconographic and iconologic methods of art history into the study of historical analysis of education, school, teaching and learning. Meanwhile many historians of education work with pictures as ancient sources, when they study pedagogical ideas, educational institutions and pedagogical mentalities of the past. There they learn, whether a picture might be a source within the process of a historico-pedagogical research.
In the first part of my paper I shall deal with some effects of the 'iconic turn' in the pedagogical research of the past (1.). Then I describe the species of the caricature (2.) - in a socialization-perspective and concentrating on the 'image of the child' in the late 19th century -, declaring it as an example to show how far a historic analysis of a picture might lead us to new insights. I shall present - as historico-empircial evidence - the results of a small own study on the 'image of the child' in tow very famous periodics of the late 19th century (Simplicissimus, Nebelspalter). I close with some remarks (3.) on 'Bilderverbote' (image bans) and 'Bewahrpädagogiken ' (type of education which tries to prevent children from frustrating or dangerous experiences instead of allowing them to decide on their own), which I judge to be regressive tendencies opposing the inclusion of pictures as sources in a historico-pedagogical analysis.
Method
Expected Outcomes
References
References -Arnheim, Rudolf, Anschauliches Denken; Köln (Dumont) 1996. -Boehm, G., Die Wiederkehr der Bilder. In: Boehm, G. (Hrsg.), Was ist ein Bild? München 1994. -Busse, Klaus-Peter, Intertextuelles Handeln. Ein didaktisches Modell zur ästhetisch-künstlerischen Praxis von Kindern und Jugendlichen. In: BDK-Mitteilungen 3/ 2000, S. 24- 36. -Eco, U., Einführung in die Semiotik, übersetzt von J. Trabant, München 1972, S. 247 ff. -Grunder, H.U., Kind, Kunst und Schule: Schulpädagogische Anmerkungen, in: -Grunder, H.U., Fitzner, T. (Hrsg.), Kind und Kunst. Das Recht des Kindes auf Phantasie, Baltmannsweiler 1999, S. 66-91. -Holzwarth, P., Bildungsprozesse mit Bildern, in: PädForum: unterrichten-erziehen, Heft 5, 2007, S. 264-273. -Kern, Andrea, Schöne Lust. Eine Theorie der ästhetischen Erfahrung nach Kant. Frankfurt. a.M. 2000. -Mollenhauer, K., Ist ästhetische Bildung möglich? In: Zeitschrift für Pädagogik, Heft 4/1988, S.443-461. -Talkenberger, H., Historische Erkennntis durch Bilder? Zur Methode und Praxis der Historischen Bildkunde, in: Schmitt, H., et al. (Hrsg.) Bilder als Quellen der Erziehungsgeschichte, Klinkhardt 1997, S. 11-26. -Wünsche, K., Das Wissen im Bild, in Zeitschrift für Pädagogik, Beiheft 27, S. 273-290
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