Podrobný výpis o publikaci

GÖTTLICHER, Wilfried. Rural space as a natural space: topoi on the educational qualities of rural space in the debate on rural school reform in Austria, 1920–1960. Paedagogica Historica. International Journal of the History of Education. Belgie: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020, roč. 56, 1-2, s. 171-181. ISSN 0030-9230. Dostupné z: https://dx.doi.org/10.1080/00309230.2020.1739086.

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Základní údaje
Originální název	Rural space as a natural space: topoi on the educational qualities of rural space in the debate on rural school reform in Austria, 1920–1960
Autoři	GÖTTLICHER, Wilfried.
Vydání	Paedagogica Historica. International Journal of the History of Education, Belgie, ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020, 0030-9230.

Další údaje
Originální jazyk	angličtina
Typ výsledku	Článek v odborném periodiku
Obor	50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele	Velká Británie a Severní Irsko
Utajení	není předmětem státního či obchodního tajemství
WWW	URL
Impakt faktor	Impact factor: 0.680
Organizační jednotka	Pedagogická fakulta
Doi	http://dx.doi.org/10.1080/00309230.2020.1739086
UT WoS	000523367100001
Klíčová slova anglicky	Nature; rural schools; Austria; twentieth century; teachers' journals; pedagogic debate
Příznaky	Mezinárodní význam, Recenzováno
Změnil	Změnila: Mgr. Daniela Marcollová, učo 111148. Změněno: 3. 2. 2023 08:51.

Anotace
This article examines the ambiguous perception of rural space as a natural space in the debates on rural school reform in Austria from the 1920s up to the 1960s. Throughout the period investigated, the quality of rural space always was an important topic in these debates. In the pedagogic discourse, rural space was perceived as more natural or closer to nature, compared with urban space. This did not only concern the outer nature (landscape, plants, animals) but also the nature of human relationships. This naturality of rural space was coupled to specific pedagogic qualities: on the one hand it was imagined that rural space would provide ideal conditions for growing up away from the spoiling influences of urban civilisation. On the other hand, growing up in rural space was also believed to be linked to specific harmful influences like poor hygienic standards, or the opportunity to observe sexuality among animals or adults. School was ascribed a specific role within this discursive setting, namely to facilitate a process of selection between the desirable and the undesirable elements of the "more natural" rural space.

Anotace

This article examines the ambiguous perception of rural space as a natural space in the debates on rural school reform in Austria from the 1920s up to the 1960s. Throughout the period investigated, the quality of rural space always was an important topic in these debates. In the pedagogic discourse, rural space was perceived as more natural or closer to nature, compared with urban space. This did not only concern the outer nature (landscape, plants, animals) but also the nature of human relationships. This naturality of rural space was coupled to specific pedagogic qualities: on the one hand it was imagined that rural space would provide ideal conditions for growing up away from the spoiling influences of urban civilisation. On the other hand, growing up in rural space was also believed to be linked to specific harmful influences like poor hygienic standards, or the opportunity to observe sexuality among animals or adults. School was ascribed a specific role within this discursive setting, namely to facilitate a process of selection between the desirable and the undesirable elements of the "more natural" rural space.

Návaznosti
EF18_053/0016952, projekt VaV	Název: Postdoc2MUNI