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Rethinking the History of Education
Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers the questions, methods, goals, and frameworks historians of education from a wide variety of countries use to create the study of the history of education.
Common Interests, Uncommon Goals
The World Council of Comparative Education Societies (WCCES) was established in 1970 as an umbrella body which brought together five national and regional comparative education societies. Over the decades it greatly expanded, and now embraces three dozen societies. This book presents histories of the WCCES and its member societies. It shows ways in which the field has changed over the decades, and the forces which have shaped it in different parts of the world.
Taboo
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Taboo
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Commentaries of Ruy Freyre de Andrada
First published in 1930. 'The Broadway Travellers consolidates its already high reputation by issuing this volume...' Spectator This is the first translation of the Commentarios since original publication in 1647. Copies of the original are very rare yet the work covers an historically significant period, describing the operations leading up to the capture from the Portuguese of Ormuz, in the Persian Gulf, by an Anglo-Persian force. Of importance in the history of the rise of the Indian Empire, this is the first printed account of the Portuguese version of the affair. The appendices include many previously unpublished Portuguese documents, the most important of which is the full Journal of Edward Monnox, who was present throughout the operations.
Education, Conservatism, and the Rise of a Pedagogical Elite in Colombian Panama
This book historically reconstructs the conservative and moderate liberals’ views on governance, morality, and education within the context of La Regeneración (1878-1903) in Colombian Panama. de la Guardia Wald explores the way political theories and ideologies, especially conservatism and positivism, shaped late nineteenth-century Panamanian pedagogues’ conceptualizations of proper education for the sake of social regeneration. By demonstrating that Isthmian political and pedagogical debates went beyond the preoccupation for the realisation of classic liberalism and exploitation of Panama’s geographical views, this book challenges the perspective that Panamanian identity was a fabrication of the United States. Instead, this study reveals that the combination of positivist and conservative understandings of morality, reason, and good science defined governmental policies intended to recuperate and enhance civic values and nationalism, leading the way to progress and modernity.
