Учебно-методический комплекс дисциплины опд. В 2 история британского образования основная образовательная программа подготовки специалиста по специальности
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| РАЗДЕЛ 2. Методические указания по изучению дисциплины (или ее разделов) и контрольные задания для студентов заочной формы обучения (не предполагает) РАЗДЕЛ 3. Содержательный компонент теоретического материала 1. Школа и педагогическая мысль Великобритании XV – XVIII вв. (2ч) ( English educational thought before the XVIII century) План лекции 1:
Тезисы лекции 1: 1. The two main types of education in England in the Middle Ages and through the Renaissance period: a) One type was designed for the production of an adequate number of officials to conduct the affairs of the community (boys only). b) The second type of education was the training of the young gentleman and gentlewoman in noble households. Outside these two categories most children received no education at all except what they gained in the normal battle of life – through family chores and duties, and through the experience of learning a job, either as apprentice to trade or industry, or as a farm labourer or servant. 2. John Colet (1467 – 1515) is usually regarded as a leader of the Reformation in England in that he believed in the pursuit of learning with the object of gaining personal understanding of the Holy Word. Sir Thomas More (Colet’s friend) speculated on the way towards the happier community which inevitably involved theories on the improvement of education (his great work Utopia points a firm way for English education). Sir Thomas Elyot (1490 – 1546) made the first major contribution in English to educational literature ( in his book The Governour he wrote of the education of his own class of society – education for responsibility and leadership); deplored the low state of the teacher of his day, and put forward the evergreen argument that if payments were higher, quality would improve. Roger Ascham (1515 – 1568), a Yorkshireman, inherited the Colet – More – Elyot tradition and sought to explain how Greek and Latin could be made truly educative; advocated mild discipline and considered school as «a sanctuary against fear». Richard Mulcaster (1530 – 1611) inherited the humanist tradition and emphasized much more strongly than his precursors the need for the good teaching of English; regarded the training of teachers as essential and repeated Elyot’s plea for the raising of the teacher’s status; he recognized that girls should be educated, and even put forward the idea of education for all. 3. The most famous of the traditionalists is John Milton (1608 – 1674) who wrote a famous Tractate of Education that ignored the education of girls and omitted primary education. 4. Sir Francis Bacon (1561 – 1626) made something of a hobby of scholarship, wrote many essays and books (Of Study, Advancement of Learning, New Atlantis). His writings expressed with vigour the need of the contemporary world for scientific research. Comenius (1592 – 1670), a Moravian exile (greatest work – the Didactica Magna), had won fame as an educator through a Latin textbook he devised to make learning easier; stimulated English educational thought; advocated the need for sense experience, teaching the vernacular at the elementary stage and teacher training. 5. John Locke (1632 – 1704), one of the most famous English educational thinkers, wrote the famous Thoughts on Education on the education of young gentlemen that should be concerned with the organization of the experience (physical, mental and spiritual). Lock’s aim was a self – disciplined, rather austere, yet poised and correct, Christian gentleman. 6. Jean Jacques Rousseau (1712 – 1778), his two main works, The Social Contract and Emile, were translated into English soon after their publication in 1762. In The Social Contract R. is concerned with the degree to which the individual should accept philosophically the control of his life by other men. In Emile, R. describes a kind of education which, being based not on books and words but on real experience, would gradually give the young human being an intellectual understanding of the limits of his bondage and of his freedom. The youngster should think for himself and carefully contrived situations will make the child decide as a result of his experiments. Литература: 1. Boyd W. From Locke to Montessori. Harrap, 1917. 2. Boyd W. Emile for To-day. Heinemann, 1955. 3. Campagnac E.T. Mulcaster’s Elementarie. Clarendon Press, 1920. 4. Castle E.B. Ancient Education and Today. Penguin, 1961. 5. Wodehouse H. A Survey of the History of Education. Part I. Arnold, 1925. 2. Cистема школьного образования Великобритании XVIII века (2ч) (English schools in the XVIII century) План лекции 2: 1. Charity schools – education for both sexes. The Society for promoting Christian knowledge (the S.P.C.K.) and its support of this type of schools; 2. Schools of industry as an example of self – supporting schools; 3. Sunday schools. Robert Raikes as the pioneer of the Sunday School movement; 4. Joseph Lancaster and Andrew Bell’s schemes as attempts to provide through voluntary effort education for children of the poorer classes: monitorial system. Monitorial schools; 5. Private schools as a source of schooling available for children whose parents could afford to pay the price demanded each week; 6. Grammar schools, the ancient foundations (the school of Canterbury, St. Peter’s school); 7. Public schools (Eton, Winchester, Westminster, Charterhouse, Harrow, Rugby, Shrewsbury as the seven largest boarding schools); 8. Private tutors; 9. Nonconformist academies as alternatives to public schools offering encyclopaedic range of studies; 10. Private academies, boarding establishments offering wide selection of studies; 11. Education of girls. Тезисы лекции 2: 1. Charity schools were elementary schools for boys and girls. Some of these schools might be described as private charity schools. A large number of charity schools was the results of the efforts of the Society for Promoting Christian Knowledge (The S.P.C.K. was founded in 1698). The curriculum in charity schools included religious instruction based on the Catechism, the three R’s ( reading, ’riting and ’rithmetic), and in many schools, instruction in various trades. 2. Schools of industry (self – supporting schools) were set up in the early part of the 18th century, but it was not until factories began to multiply that they became more numerous. 3. Sunday Schools (the first opened in 1780) were part of the Sunday School movement, generally associated with the name of Robert Raikes, who brought small children under Christian influence on Sundays. These schools taught reading and spelling as a prelude to reading the Bible, but in many schools secular instruction was given as well. 4. Joseph Lancaster (1778 – 1838) and Andrew Bell (1753 – 1832) advocated the most economical schemes to organize and maintain a school hitting upon the idea of employing monitors, that is, making use of older children to teach the younger. The keynote of monitorial schools was cheapness. 5. Private Schools a source of schooling that was available for children whose parents could afford to pay for the education. 6. Grammar Schools were of ancient foundation with restricted curriculum and controlled by the Church, catered mostly for middle – class pupils (boys) whose parents were able to pay fees. 7. Public Schools are medieval foundations, some were founded in the post – Reformation period (Eton and Winchester) and were only concerned with boys. The term «public» was limited to certain great schools, and by the end of the 1st quarter of the 19th century, it was generally recognized that the public schools consisted of the seven large boarding schools, Winchester, Eton, Westminster, Charterhouse, Harrow, Rugby, Shrewsbury. 8. Private Tutors were hired by wealthy parents to teach their sons. It was thus that many of the polished gentlemen scholars of the 18th century were produced. 9. Nonconformist Academies offered an almost encyclopaedic range of studies. Many eminent men were educated at the academies. Daniel Defoe, the writer, studied at Newington Green. 10. Private Academies were opened by private persons and some of them reached a high standard of efficiency. These were usually boarding establishments which offered a wide selection of studies. 11. Education of girls (secondary) was provided by many academies that came into existence in the latter years of the 18th century. Литература: 1. Adamson J.W. English Education, 1789 – 1902. C.U.P., 1930. 2. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947. 3. Judges A.V. Pioneers of English Education. Faber and Faber, 1952. 4. Ogilvie V. The English Public School. Batsford, 1957. 5. Ree H.A. The Essential Grammar School. Methuen,1956. 6. Smith F. A History of English Elementary Education, 1760 – 1902. University of London Press, 1931. Chapters I – III.
3. Государственная политика в области образования XVIII – XIX вв. (2ч)(Ideas on state intervention in education in the XVIII – XIX centuries) План лекции 3: 1. The earliest evidence of the political intervention into the system of education; 2. Adam Smith (1723 – 1790): a pioneer in the movement in favour of a wider school system, advocated the provision of State education for the working classes; 3. Robert Raikes (1735 – 1811: the first scholar to use press propaganda for wide assaults on public opinion; 4. Thomas Pain (1737 – 1809): distrust of the State. He didn’t suggest a full system of State education, but the State’s task was to devise means of filling schools provided by the society; 5. William Godwin (1756 – 1836): was strongly opposed to State interference in education; 6. Geremy Bentham (1748 – 1832): education provided by the State should be a means of showing people the alternatives to the «pleasures» of crime and immorality; 7. Henry Brougham (1778 – 1868): agitated for a national system of elementary schooling, no State interference with either infant or adult schools, but philanthropic endowment. Тезисы лекции 3: 1. In the XVII century the Parliamentarian party gave attention to education in the areas which came under its control. From 1649 onwards Parliament, opening with a discussion of education, gave much attention to the improvement and extension of schools and made grants of money. There is also evidence that the State encouraged educational writers, theorists, investigators, and research workers by granting money for suitable projects. 2. Adam Smith (1723 – 1790) was a pioneer in the movement led by several eminent thinkers who were firm in their condemnation of the inadequacy of the existent provisions. He believed that State education would help poor people to become orderly and self – respecting. He took the charity school as his model and suggested the three R’s and some physical occupation. 3. Robert Raikes (1735 – 1811) was perhaps the first man to use press propaganda for wide assaults on public opinion. Raikes insisted on the need for paid professional teachers and believed that all should learn to read the Bible. 4. Thomas Paine, the famous author of The Rights of Man (1792) maintained in his treatise that a nation under a well – regulated government should permit none to remain uninstructed. He pointed out that the government had great powers for good and that the State’s task was to devise means to provide and fill schools. 5. William Godwin deprecated the use of violence in social and political reform. He was violently opposed to State interference in education, even in a limited or indirect form. He disapproved of the control of a large proportion of schools by the Church of England and other denominations, but he considered the contemporary situation preferable to a State – controlled system. 6. Geremy Bentham (1748 – 1832) was the first apostle of the cult known as Utilitarianism which was based on the assumption that human behaviour is determined by pain and pleasure. Bentham proposed that education provided by the State should be a means of showing people the alternatives to the «pleasures» of crime and immorality. The most neglected class must become the principle object of care. Bentham gave little attention to the possible methods of universal elementary education whereas his concept of the State secondary school was definite and «chrestomathic». 7. Lord Henry Brougham (1778 – 1868) saw the education of the people as proceeding from the infant school to the elementary school and then to adult schools. He didn’t advocate State interference with either infant or adult schools, but he agitated for a national system of elementary schooling. He hoped to see the development of infant and adult education through philanthropy, setting an example himself by founding infant schools which offered pleasant and happy conditions. Литература: 1. Adamson J.W. English Education, 1789 – 1902. C.U.P., 1930. 2. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947. 3. Boyd W. From Locke to Montessori. Harrap, 1917. 4. Wodehouse H. A Survey of the History of Education. Part I. Arnold, 1925. 4. Система начального образования Великобритании XIX века (2ч) (Elementary education in the XIX century) План лекции 4:
Тезисы лекции 4: 1. J. Roubuck in his speech in 1833 proposed a compulsory scheme of education. He suggested that every child in Great Br. and Ireland, from, perhaps, 6 years of age to 12, should be a regular attendant at school. This suggestion has become a permanent principle since then. It was imperative to do something to satisfy the demand for popular education. Lord John Russell decided to advise the Queen to use the Royal Prerogative in creating a special department of the Privy Council to superintend the grants made by the Government for the erection of school and training colleges. In 1839 a Committee of the Privy Council for Education was established. 2. The primary duty of the Committee of Council was to consider how the annual grant should be distributed. Dr Kay (Sir James Kay – Shuttleworth) was appointed Secretary of the Committee of Council, and it was because of his wise and skilful guidance that this first central authority for education was not only able to continue in existence but increased the scope of his work. His study of the educational methods convinced him that the monitorial system was a failure. This led him to experiment with boy assistants in workhouse schools. Such assistants became known as pupil – teachers. 3. Richard Dawes, a vicar, opened a school at King’s Somborne (a village) which was an exception in the 19th century. The reports of the Her Majesty’s inspectors of those years reveal the totally unsatisfactory state of a large number of schools. The success of the school at King’s Somborne was the result of good teaching and a well – planned curriculum. 4. The Newcastle Commission, a Royal Commission was to inquire into the present state of popular education in England, and to consider and report what measures are required for the extension of sound and cheap elementary instruction to all classes of the people. The Newcastle Commission recommended the system which is generally known as Payment by Results. 5. In 1856 there had been a reorganization of the Committee of Council. It now took the title of Education Department. The Code of 1860 containing regulations and other important matters was the first to be printed and demonstrated the general principle of elementary education. The examination in the elementary school was restricted to three R’s. 6. The Act of 1870 centered interest on the struggle to make elementary education free and compulsory. The Act instituted what is known as the Dual System. The Church schools at the end of the century were unable to compete on equal terms with the Board schools. As children were tending to remain at school after the age of 13, it became convenient after the year 1888 to group the older pupils in one central school, which became known as higher grade school. Литература: 1. Adamson J.W. English Education, 1789 – 1902. C.U.P., 1930. 2. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947. 3. Smith F. A History of English Elementary Education, 1760 – 1902. University of London Press, 1931. Chapters I – III. 4. Wodehouse H. A Survey of the History of Education. Part I. Arnold, 1925. 5. Система среднего образования и педагогическая мысль Великобритании XIX века (4ч) (Secondary education and educational thought in the XIX century) План лекции 5:
Тезисы лекции 5: 1. The general situation of public and grammar schools in the early XIX century can be summed up in the words of one scholar: « Whoever will examine the state of the grammar schools in different parts of this kingdom will see to what a lamentable condition most of them are reduced, …empty walls without scholars, and everything neglected by the receipt of the salaries and emoluments. In some instances there was not a single scholar in the schools though there were very large endowments to them». 2. Dr Arnold of Rugby was one of the greatest influences in creating the prestige now enjoyed by the English public schools. He developed the prefect system and looked upon the school as a community of Christian gentlemen. He regarded the school chapel as the focal point of the school life and his sermons which gave pupils sound, practical Christian advice had an enormous effect on his listeners. 3. The Clarendon Commission was appointed in 1861 when the Government decided to ask the Queen to appoint a Royal Commission to investigate conditions in the nine large public schools ( Winchester, Eton, Westminster, Charterhouse, Harrow, Rugby, Shrewsbury, St Paul’s, Merchant Taylors’). 4. The Taunton Commission was appointed in 1864 and was to investigate the state of all types of secondary education: girls’, as well as boys’, schools were included, private and proprietary as well as endowed schools. The Commissioners also inquired into secondary education in France, Germany, Italy, the USA and Canada. The conclusions of the Commission took into account both the wishes of the parents and evidence collected from other countries. 5. The Bryce Commission was the most important Royal Commission on education. The aim of the Commission was to find out how far it was possible to organize a national system of secondary education. The Commission decided that the establishment of a central and local authority to supervise elementary, secondary and technical education was of vital importance. 6. Edward Thring ( - 1887) had even greater influence than Dr Arnold as regards public school education in the latter part of the 19th century. Like Arnold he believed in the value of the school chapel. Thring insisted that the school should provide a variety of studies occupations. He sincerely believed in the value of games and physical education and in 1859 he opened the first gymnasium in England. Литература: 1. Adamson J.W. English Education, 1789 – 1902. C.U.P., 1930. 2. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947. 3. Dent H.C. Secondary Education for All. Routledge and Kegan Paul, 1949. 4. Ogilvie V. The English Public School. Batsford, 1957. 5. Ree H.A. The Essential Grammar School. Methuen,1956. 6. Stevens F.M. The Living Tradition. Social and Educational Assumptions of the Grammar School. Hutchinson, 1960. 6. Государственная политика в области образования XX века (2ч)(Education under state supervision in the XX century) План лекции 6:
2. Education Act of 1902: provision for both elementary and higher education; 3. Education (Administrative Provisions) Act of 1907: provision of medical service; the role of the Free Place System; 4. Education Act of 1918: officially recognized the central school; 5. Education Act of 1944: laid down the guiding principle of education Тезисы лекции 6: 1. The Government was faced by two extremely difficult problems: to decide upon some form of assistance to the voluntary schools and to establish local authorities for education. The Education Bill of 1903 recommended the abolition of the School Boards and their substitution by the County and County Borough Councils as the new education authorities. 2. The Education Act of 1902 empowered the new education authorities to provide for both elementary and higher education (secondary schools, technical schools and institutions, training colleges for teachers and adult education). This was a step towards the view that secondary and further education was a stage which should be available to every boy and girl. 3. The Education Act of 1907 provided medical service. A medical department of the Board of Education was created. The Act of 1907 was also responsible for the initiation of the Free Place System (the beginning of what has been called the scholarship ladder to the university). 4. The Education Act of 1918 gave official recognition to the central school – a new type of post-primary education (the forerunners of the secondary modern schools of today) that offered a four-year course from the age of 11 plus to 15 plus. Pupils were admitted there on the results of the eleven plus examination. 5. The Education Act of 1944 laid down the principle which should guide the aim of education: «The statutory system of public education shall be organized in three progressive stages to be known as primary education, secondary education and further education…». This implies that every child shall pass from the primary to the secondary stage and that education ought not to cease when the child has left school. Литература:
7. Деятельность и взгляды британских педагогов XX века (2ч)(Twentieth-century thought on education) План лекции 7: 1. Margaret McMillan: her work and writings; 2. John Adams (1857 – 1934): the Herbartian Psychology Applied to Education; 3. Frank H.Hayward: pursued research on Herbart’s ideas; 4. Maria Montessori (1870 – 1952) and John Dewey (1859 – 1952): their influence on British thought on education; 5. Bertrand Russell (1872 - ): his contribution to twentieth-century thought in education. Тезисы лекции 7: 1. Miss McMillan ( – 1931) weighed up the ideas of Plato, Locke, Rousseau and many more and decided that physical welfare is a fundamental necessity in any scheme of education. Education aims to produce «the ethical man or woman», a process dependent on the early foundation of a healthy body and a rich emotional life. Her aim was to provide lessons in which children could be genuinely interested. Her theory requires the arrangement of contacts and experiences, both in play and in activities resembling play, so that each child may acquire and co-ordinate primary sensations. Her name has become associated with infant education as she wrote a book on nursery schools (The Nursery School) and effected the foundation of a nursery training college. 2. John Adams (1857 – 1934) raised pedagogic literature to the highest standard and status by writing The Herbartian Psychology Apllied to Education (1897). He also emphasized the importance of the new and growing science of psychology. Adams was the first to show the relevance of Herbartian ideas to teaching by interpreting his principles intelligibly but critically to English teachers. 3. Frank H.Hayward pursued research on Herbart’s ideas and continued to interpret and apply Herbartian principles in print as well as in his daily work as an Inspector of London school. He predicted that the development of the «open – air school» - an entirely new idea – would make education far more successful and he strove for his ideals of moral and cultural education. 4. Maria Montessory (1870 – 1952) initiated a new «movement» which took hold in USA and Britain. The publication of The Montessory Method in 1912 introduced short teacher training courses – of about four months’ duration. The spirit of Montessory served British schools well in pointing the way to intellectual and social development through practical activities. She suggested practical and individual methods in personal approach to each of the pupils. John Dewey (1859 – 1952) stressed that he held to Froebel’s aims: the school was to train children in co – operative and mutually helpful living; the learning activities were to arise from the impulsive attitudes of the pupils; the teacher was to notice how these individual tendencies became engaged in the process of living together, so that he could learn how to introduce into the school, at the child’s level, the occupations and pursuits of the outside world. His most famous book Experience and Education published in 1938 emphasised the disciplining of the self through the experiences provided by the school; stressed the importance of intelligent participation in the formulation of desirable social controls; urged upon teachers to help develop intelligent foresight and judgment in their pupils. 5. Bertrand Russell (1872 - ) held to the idea that the growth of strong original personality is an essential for human survival and progress. He stood for the production of expert scientists thus predicting that society would become more organic with the progress of science. Russell gave to the home a distinctive function in education. Литература: 1. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947. 2. Curtis and Boultwood. A Short History of Educational Ideas, 4th edition. U.T.P., 1965. 3. Boyd W. From Locke to Montessori. Harrap, 1917. 4. Cresswell D’Arcy. Margaret McMillan, a Memoir. Hutchinson, 1949. 5. Mansbridge A. Margaret McMillan, Prophet and Pioneer. Dent, 1932. 6. McMillan M. The Nursery School. Dent, 1930. 8. Народное образование Великобритании первой половины XX века (2ч)(Public education in GB in the first half of the XX century) План лекции 8: 1. Technical schools and colleges: the essentials for technical instruction; 2. Independent schools: private, preparatory and public schools; 3. Adult education: the growth of colleges and institutes; 4. University extension movement; 5. BBC and its role in adult education. Тезисы лекции 8:
2. Independent schools were not assisted either by grants from the Ministry or the rates. The Education Act of 1944 defined an independent school as «any school at which full – time education is provided for five or more pupils of compulsory school age, not being a school maintained by a local education authority or a school in respect of which grants are made by the Minister to the proprietor of the school». The independent schools could be divided into 3 mail categories: the private schools (run for profit), the preparatory schools (aimed at preparing their pupils for public school entrance) and the public schools. 3. Adult education in the modern sense did not exist in Britain until the early years of the 19th century. The Mechanics’ Institutes were an important step in the growth of adult scientific and technical education. In 1842 the first People’s College was opened in Sheffield and then the idea of People’s Colleges spread to other cities. The London Working Men’s College was opened in 1854. 4. The University Extension Movement seems to have originated with William Sewell, the founder of two public schools, who wanted the universities of Oxford and Cambridge to endow a system of local professoriates, each giving instruction under the authority of the two universities to people who couldn’t be brought into the universities. The first university extension lecture courses were provided in 1873. In 1876 the University of London formed its university extension Society. In 1906 the tutorial class experiment got its start as well. 5. The BBC became an important agency in adult education. It always included in its programmes talks and series of lectures for its adult audience. BBC broadcast lectures possessed an important advantage in that it was available for listeners in isolated places where the formation of the ordinary classes would not be predictable. Литература: 1. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947. 2. Mansbridge A. University Tutorial Classes. Longmans, 1913. 3. Reese Edwards K.H.R. The Secondary Technical School. U.L.P., 1960. 4. Wodehouse H. A Survey of the History of Education. Part I. Arnold, 1925. 9. Британские университеты XIX – XX вв.(1ч)(British universities in the XIX – XX centuries) План лекции 9: 1. Oxford, Cambridge and other universities in the XIX – XX centuries (Universities of Durham, London, Birmingham, Bristol, Wales); 2. Higher education of women. Тезисы лекции 9: 1. The first year of the XIX century witnessed the beginning of a movement which was to bring universities (Oxford and Cambridge being the only ancient foundation) into line with modern developments. A starting point in tracing this development was the year 1800 when the University of Oxford introduced the practice of holding written examinations which were to replace the oral tests of medieval days. In 1871 religious tests were abolished (Oxford, Cambridge, Durham). Colleges became dependent of the universities. The claim of scientific studies were recognized and the monopoly of classical studies was broken. Ancient British libraries were given the right of receiving a copy of every new book published in the kingdom. The University of Durham was newly established in 1836 and was of the residential type. Its curriculum was similar to that of the ancient universities. In 1827 the University of London was founded and in 1836 it was created as the body which had the power to confer degrees. In 1926 a new constitution was provided for the university which recognized different institutions making up the university as «schools of the university» in one or more faculties. The University of Birmingham was the result of the amalgamation of two separate colleges (Queen’s College and Mason Science College). The University of Bristol received its charter in 1909. The University of Wales came into existence as a result of a national movement led by the same men who had accomplished so much for Welsh elementary and secondary education. 2. Two of the most important features of higher education in the latter part of the XIX century were the admission of women students and the rise of the modern universities. As soon as the provision of more places in secondary schools for girls began to develop, the first step was to gain admittance for girls to examinations which would qualify for the university entrance. Colleges were established for women in the older universities. An Association for the Higher Education of Women was started. Литература: 1. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947.
10. Профессиональная подготовка учителей (1ч)(The training of teachers) План лекции 10:
Тезисы лекции 10:
Литература: 1. Barnard H.C. A Short History of English Education from 1760 to 1944. University of London Press, 1947.
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