The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)

Detalhes bibliográficos
Autor(a) principal: Valdemarin, Vera Teresa
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/198804
Resumo: This article adopts the historical perspective to understand the dynamics of the circulation of pedagogical ideas and identify movements of innovation, accommodation, and reinterpretation, usual in cultural processes. The analysis of the theme is limited to the educational ideas of Johan Friedrich Herbart (1776-1841) put into circulation in the United States of America, between the final decade of the 19th century and the initial decades of the 20th century. The documentary sources that support the analysis of this theme are two textbooks produced to guide the teaching practice of elementary school teachers, in training and practice: The elements of the general method based on the principles of Herbart (in the 1893 and 1907 editions) and Teaching by Projects, published in 1920, both by Charles A. McMurry (1857-1929), one of the leading North American disseminators of Herbartianism who, in addition to producing a vast bibliography, was a teacher, director and superintendent in primary schools, served in teacher training institutions and was one of the founders and Secretary of the National Herbart Society. The analysis of the diffusion cycle of Herbartian ideas, located between the Pestalozzian conceptions - the object lessons - and the conceptions of Progressive Education - the project method -, considered the interrelationship between agents, educational institutions, and pedagogical publications and followed since its renewing pretensions until its capitulation in the face of other trends and theories. Movements of innovation, adaptation, and reinterpretation of pedagogical concepts and practices were identified to give them relevance and meaning in different contexts of use.
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spelling The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)A circulação das ideias de Johann Friedrich Herbart em manuais didáticos norte-americanos (1893-1920)História da educaçãoCirculação de ideias pedagógicasHerbartianismo norte-americanoManuais didáticosHistory of educationPedagogical ideas circulationNorth-American HerbartianismTextbooksThis article adopts the historical perspective to understand the dynamics of the circulation of pedagogical ideas and identify movements of innovation, accommodation, and reinterpretation, usual in cultural processes. The analysis of the theme is limited to the educational ideas of Johan Friedrich Herbart (1776-1841) put into circulation in the United States of America, between the final decade of the 19th century and the initial decades of the 20th century. The documentary sources that support the analysis of this theme are two textbooks produced to guide the teaching practice of elementary school teachers, in training and practice: The elements of the general method based on the principles of Herbart (in the 1893 and 1907 editions) and Teaching by Projects, published in 1920, both by Charles A. McMurry (1857-1929), one of the leading North American disseminators of Herbartianism who, in addition to producing a vast bibliography, was a teacher, director and superintendent in primary schools, served in teacher training institutions and was one of the founders and Secretary of the National Herbart Society. The analysis of the diffusion cycle of Herbartian ideas, located between the Pestalozzian conceptions - the object lessons - and the conceptions of Progressive Education - the project method -, considered the interrelationship between agents, educational institutions, and pedagogical publications and followed since its renewing pretensions until its capitulation in the face of other trends and theories. Movements of innovation, adaptation, and reinterpretation of pedagogical concepts and practices were identified to give them relevance and meaning in different contexts of use.Este artigo adota a perspectiva histórica com o objetivo de compreender a dinâmica da circulação das ideias pedagógicas e identificar movimentos de inovação, acomodação e reinterpretação, próprios dos processos culturais. A análise do tema está delimitada às ideias educacionais de Johann Friedrich Herbart (1776-1841) postas em circulação nos Estados Unidos da América, entre a década final do século XIX e as décadas iniciais do século XX. As fontes documentais que amparam a análise desse tema são dois manuais didáticos produzidos para orientar a prática de ensino de professores da escola elementar, em formação e em exercício: The elements of general method based on the principles of Herbart (nas edições de 1893 e 1907) e Teaching by projects, publicado em 1920, ambos de autoria de Charles A. McMurry (1857-1929), um dos principais divulgadores norte-americanos do herbartianismo. O autor, além de produzir vasta bibliografia, foi professor, diretor e superintendente de escolas primárias, atuou em instituições de formação de professores e foi um dos fundadores e Secretário da National Herbart Society. A análise do ciclo de difusão das ideias herbartianas, situado entre as concepções pestalozianas – as lições de coisas – e as concepções da Educação Progressiva – o método de projetos -, considerou a inter-relação entre agentes, instituições formadoras e impressos pedagógicos e acompanhou desde suas pretensões renovadoras até sua capitulação frente a outras tendências e teorias. Foram identificados movimentos de inovação, adaptação e reinterpretação dos conceitos e das práticas pedagógicas destinados a conferir-lhes relevância e sentido em diferentes contextos de uso.Universidade de São Paulo. Faculdade de Educação2022-04-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://www.revistas.usp.br/ep/article/view/19880410.1590/S1678-4634202248244750porEducação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e234750Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e234750Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e2347501678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPengporhttps://www.revistas.usp.br/ep/article/view/198804/182923https://www.revistas.usp.br/ep/article/view/198804/182922https://www.revistas.usp.br/ep/article/view/198804/182924Copyright (c) 2022 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessValdemarin, Vera Teresa 2022-06-09T23:12:56Zoai:revistas.usp.br:article/198804Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2022-06-09T23:12:56Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
A circulação das ideias de Johann Friedrich Herbart em manuais didáticos norte-americanos (1893-1920)
title The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
spellingShingle The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
Valdemarin, Vera Teresa
História da educação
Circulação de ideias pedagógicas
Herbartianismo norte-americano
Manuais didáticos
History of education
Pedagogical ideas circulation
North-American Herbartianism
Textbooks
title_short The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
title_full The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
title_fullStr The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
title_full_unstemmed The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
title_sort The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
author Valdemarin, Vera Teresa
author_facet Valdemarin, Vera Teresa
author_role author
dc.contributor.author.fl_str_mv Valdemarin, Vera Teresa
dc.subject.por.fl_str_mv História da educação
Circulação de ideias pedagógicas
Herbartianismo norte-americano
Manuais didáticos
History of education
Pedagogical ideas circulation
North-American Herbartianism
Textbooks
topic História da educação
Circulação de ideias pedagógicas
Herbartianismo norte-americano
Manuais didáticos
History of education
Pedagogical ideas circulation
North-American Herbartianism
Textbooks
description This article adopts the historical perspective to understand the dynamics of the circulation of pedagogical ideas and identify movements of innovation, accommodation, and reinterpretation, usual in cultural processes. The analysis of the theme is limited to the educational ideas of Johan Friedrich Herbart (1776-1841) put into circulation in the United States of America, between the final decade of the 19th century and the initial decades of the 20th century. The documentary sources that support the analysis of this theme are two textbooks produced to guide the teaching practice of elementary school teachers, in training and practice: The elements of the general method based on the principles of Herbart (in the 1893 and 1907 editions) and Teaching by Projects, published in 1920, both by Charles A. McMurry (1857-1929), one of the leading North American disseminators of Herbartianism who, in addition to producing a vast bibliography, was a teacher, director and superintendent in primary schools, served in teacher training institutions and was one of the founders and Secretary of the National Herbart Society. The analysis of the diffusion cycle of Herbartian ideas, located between the Pestalozzian conceptions - the object lessons - and the conceptions of Progressive Education - the project method -, considered the interrelationship between agents, educational institutions, and pedagogical publications and followed since its renewing pretensions until its capitulation in the face of other trends and theories. Movements of innovation, adaptation, and reinterpretation of pedagogical concepts and practices were identified to give them relevance and meaning in different contexts of use.
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 48 n. contínuo (2022): Educação e Pesquisa; e234750
Educação e Pesquisa; Vol. 48 No. contínuo (2022): Educação e Pesquisa; e234750
Educação e Pesquisa; Vol. 48 Núm. contínuo (2022): Educação e Pesquisa; e234750
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