ENFANCES HUMANISTES. Parcours visuel et sonore

“The history of childhood” refers to a discipline, including Renaissance views on children, children’s lives, and child-rearing practices, as well as their environments and surroundings changing over time (from past to present). Paintings and other visual documents from this time could help us interpret childhood and the world of children from their perspective. !is article will introduce the aims of a study and doctoral thesis, and review the possible iconographical, semiotic, visual anthropologic and visual sociological picture analysis methods of pedagogical research. The goal of the thesis is to describe how the conceptions of childhood changed in a specific period during the 15th and 16th centuries. Why did we choose 1455–1517? It is important to understand how the inventions of printing and the Reformation affected the way of thinking about child-rearing practices. !e doctoral thesis was published by Eötvös Publishing House in 2015, and will hopefully help other researchers to understand the problems parents faced in part of the Renaissance era.

The present International Bibliography of History of Education and Children’s Literature about the year 2016 is the fifth of a serie, which has been published in 2013, 2014, 2015, 2016 and 2017 on the international journal «History of Education & Children’s Literature» and concerned the seven years period 2010-2016; it was followed by the publication of four volumes about the same period. This specialized bibliographical overview includes researches and studies about the history of education edited around the world (articles published in journals, monographs, collections of essays, proceedings and textbooks). In order to build the present work tool, addressed in particular to the scholars of history of education and of children’s literature, it was necessary to go systematically through an outstanding quantity of national and international specialized publishers’ catalogues (historical studies, social and human sciences, educational sciences), as well as through the catalogues of almost 400 high specialized scientific reviews published in different countries of the world.

2016

The present overview International Bibliography of the History of Education and Children’s Literature about the year 2014 is the third of a serie, which has been published in 2013 and 2014 on the international journal «History of Education & Children’s Literature» and concerned the four years period 2010-2012 and 2013; it was followed by the publication of two volumes about the same period. This specialized bibliographical overview includes researches and studies about the history of education edited around the world (articles published in journals, monographs, collections of essays, proceedings and textbooks). In order to build the present work tool, addressed in particular to the scholars of history of education and of children’s literature, it was necessary to go systematically through an outstanding quantity of national and international specialized publishers’ catalogues (historical studies, social and human sciences, educational sciences), as well as through the catalogues of almost 400 high specialized scientific reviews published in different countries of the world.

Renaissance Studies, 1999

This conference invites applications from postgraduate students in the history of Education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives. Leading international historians of education will give lectures and workshops, and offer advice concerning the research process. There will be opportunities for students to discuss their dissertation projects with fellow doctoral candidates and receive comments from prominent scholars in the field. The summer school started as an initiative of EERA’s Network 17, “Histories of Education,” and is the eighth conference in a series of successful events that started in Ghent in 2010 and was followed by meetings in Birmingham 2011, Lisbon 2012, Hamburg 2013, Umeå 2014, Luxembourg 2015, and Groningen 2016. This edition of the summer school is organised by the University of Sassari. The conference is supported by: - Stichting Paedagogica Historica - History of Education Society, UK - European Educational Research Association (EERA) - International Standing Conference for the History of Education (ISCHE) - Dipartimento di Storia, Scienze dell'Uomo e della Formazione, University of Sassari The number of participants is limited to 30 students. The conference language is English. Participation in the conference is free of charge. Accommodation and meals will be provided, but delegates will have to cover the cost for their travel to Porto Conte (venue: http://www.portocontericerche.it/en). Travel bursaries are available to students from low-GDP countries. For more information please check the application form. Tutors: Eckhardt Fuchs (Georg Eckert Institute for International Textbook Research and Technical University of Braunschweig, Germany), Ian Grosvenor (University of Birmingham, UK), Iveta Kestere (University of Latvia, Riga, Latvia), Kristen Nawrotzki (Heidelberg University of Education, Germany), Stephen Parker (University of Worcester, UK), Fabio Pruneri (University of Sassari, Italy), Frank Simon and Angelo Van Gorp (Ghent University, Belgium). Local organisers: Fabio Pruneri (chair), Paolo Bianchini (University of Turin), Luisa Pandolfi (University of Sassari) and Elena Tabacchi.

Renaissance Studies, 1999

Educazione. Giornale di Pedagogia Critica , 2021

Is it possible to derive a theory of formative education from the philosophical tenets of Renaissance humanism? Such a question is harder to answer than one might expect. In fact, while the many forms of philosophical “humanisms” have often either departed from, ignored, or neglected their connections with Renaissance culture, historians have often failed to acknowledge the humanists’ philosophical dimension. This bidirectional neglect completely misses the philosophical legacy of Renaissance humanism, which precisely consists in the philological attitude as a way of philosophizing. This paper takes the opposite stance, inquiring into the philosophical meaning of Renaissance humanism, asking how this meaning is related to the humanist models of formative education, and how such models are still alive (and under pressure) in formal educational contexts today.

The Results of a Paradigm Shift in the History of Mentality, 2005