{"id":59554,"date":"2021-09-29T04:13:52","date_gmt":"2021-09-29T08:13:52","guid":{"rendered":"https:\/\/world.edu\/?p=59554"},"modified":"2021-09-29T04:13:52","modified_gmt":"2021-09-29T08:13:52","slug":"what-ancient-desks-tell-us-about-the-history-of-education","status":"publish","type":"post","link":"https:\/\/world.edu\/what-ancient-desks-tell-us-about-the-history-of-education\/","title":{"rendered":"What ancient desks tell us about the history of education"},"content":{"rendered":"

\"\"
\nMost of us have sat in front of a blackboard.\u00a0In our classroom there were tables, chairs, shelves, books, and other materials.\u00a0Older children remember\u00a0school\u00a0<\/span>desks<\/span><\/a>\u00a0, inkwells, writing pens, Franco’s photos or maps hanging on the walls.<\/span><\/p>\n

All these objects are valuable for the study of the past of education and can give us information that we will hardly know if we do not resort to them.\u00a0From the desks arranged in rows in the traditional school to the movable tables that allow grouping for group work, there is a major shift in educational ideas.<\/span><\/p>\n

School activity takes place in spaces that include objects.\u00a0The characteristics of these objects, their placement and the use made of them conditions and determines educational practice.\u00a0Many pedagogical methods and systems have developed specific materials for use in schools.<\/span>
\n

\"\"

Desk model of the National Pedagogical Museum.
<\/p><\/div><\/p>\n

Educational historiography focuses on the material<\/strong><\/h4>\n

The interest in material sources has been one of the\u00a0<\/span>outstanding themes<\/span><\/a>\u00a0of research in the history of education in recent decades in Spain.\u00a0A greater sensitivity to the conservation of heritage in general has increased support for historical research on education related to the materiality of the school.<\/span><\/p>\n

It is time to move from simply conserving these objects to using them as sources.\u00a0These testimonies can be documents to address new or old topics in the history of education.\u00a0Material sources can improve our knowledge of very diverse aspects of the educational past.<\/p>\n

The day to day of the past<\/strong><\/h4>\n

Like all historical sources, they must be properly placed in context, analyzed, and subjected to criticism.\u00a0For example, material sources help us to learn more about school practice, the day to day of school.\u00a0An everyday life in schools that is more difficult to study from more traditional sources.<\/p>\n

In order to give new values \u200b\u200bto the material aspects of the history of the school, it is necessary to insist on something already recommended by F. Herman;\u00a0To Van Gorp, F. Simon and M. Depaede, in an article entitled\u00a0The School Desk: from Concept to Object<\/em><\/a>\u00a0, published in 2011. These authors raise the need to further study the circumstances of design, production, marketing, distribution, consumption, and other conditions of the existence of school objects.\u00a0A set of factors that\u00a0A. Vi\u00f1ao<\/a>\u00a0, a year later, called the biography of the object.<\/p>\n

Other historical dimensions<\/strong><\/h4>\n

To advance in a history that pays attention to and values \u200b\u200bthe historical objects of education, it is also necessary to include other orientations: their study from different historical dimensions beyond the strictly educational ones.\u00a0Educational objects have been produced and marketed, and these processes have conditioned them as much as their educational purpose.<\/p>\n

In this case, as in other facets of contemporary history, the approach to other sciences such as economics, ethnography and sociology is also imposed.\u00a0Likewise, it is necessary to approach other branches of history such as archeology or the history of industry.
\n

\"\"

Drawing made by Ram\u00f3n Hern\u00e1ndez Amig\u00f3 at age 12, in 1937. The drawing reads: ‘My partner Dur\u00e1n and I looking at the course of operations on a map of Spain, the master prepares the work’ BNE – Biblioteca Digital Hisp\u00e1nica
<\/p><\/div><\/p>\n

Dialogue with other sources<\/strong><\/h4>\n

We must also make objects dialogue with other sources to interrogate them more effectively and to improve the information we obtain from them, opening new perspectives to the investigation of history.<\/p>\n

The complementarity of sources, objects, texts, images and personal testimonies can greatly enrich our interpretations of the past.\u00a0We must not forget that the claim of historical research is to know, explain and interpret the past of men as a whole and globally.\u00a0The sources, the new and the old, are nothing more than clues, clues, testimonies that we can question in order to improve our knowledge of what has happened.<\/p>\n

A public history of education<\/strong><\/h4>\n

The importance given to material elements has also led to a strong expansion of public history activities related to school materials.\u00a0The collection of school objects has led to exhibitions and the creation of museum spaces.\u00a0In recent decades, a large number of school and museum collections have been created that host, preserve, study and disseminate this heritage.<\/p>\n

The objects and the materiality of the educational processes, the audiovisual sources together with personal testimonies, give great visibility to the history of education.\u00a0This fact has its advantages and disadvantages.\u00a0They are sources that can be very susceptible to being used in manipulative stories to shape opinions and identities at the service of the interests of power, but at the same time this disclosure facilitates the communication of scientists and specialists with the general public.<\/p>\n

This open door to public history must be crossed without misgivings.\u00a0We must not let the space that can be covered with verified information and the result of scientific research be occupied by others with more frivolous or ill-intentioned intentions.\u00a0On this subject, the collaboration of historians with communication specialists can be very helpful.
\n

\"\"

Classroom present at the exhibition in the Wall of Materials of the Arxiu Museu de l’Educaci\u00f3 de les Illes Balears in Inca.<\/p><\/div><\/p>\n

Conserve the material<\/strong><\/h4>\n

Finally, a plea.\u00a0Do not throw old school objects that you may have around the house.\u00a0Before consulting a specialist.\u00a0These objects can have heritage value and be very interesting to historians.\u00a0The Spanish Society for the Study of Historical-Educational Heritage (SEPHE) has on its website a\u00a0<\/span>directory<\/span><\/a>\u00a0with the centers in Spain that are dedicated to the conservation of the historical heritage of education.<\/span><\/p>\n

Author Bio:<\/strong> Bernat Sureda Garcia is Professor at the University of Theory and History of Education at the Universitat de les Illes Balears<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Most of us have sat in front of a blackboard.\u00a0In our classroom there were tables, chairs, shelves, books, and other materials.\u00a0Older children remember\u00a0school\u00a0desks\u00a0, inkwells, writing pens, Franco’s photos or maps hanging on the walls. All these objects are valuable for the study of the past of education and can give us information that we will […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[422013],"coauthors":[11733],"class_list":["post-59554","post","type-post","status-publish","format-standard","hentry","category-education","tag-material-sources"],"acf":[],"yoast_head":"\nWhat ancient desks tell us about the history of education - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-ancient-desks-tell-us-about-the-history-of-education\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What ancient desks tell us about the history of education - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Most of us have sat in front of a blackboard.\u00a0In our classroom there were tables, chairs, shelves, books, and other materials.\u00a0Older children remember\u00a0school\u00a0desks\u00a0, inkwells, writing pens, Franco’s photos or maps hanging on the walls. 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