Studies in the History of Education Opinion from the Renaissance

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But you may not publish it, upload it onto any other website, or sell it, without my permission. Citations You are welcome to cite this work. If you do so, please acknowledge it thus: Gillard D Education in England: a history www. Documents Where a document is shown as a link, the full text is available online. NEW Printer-friendly versions of the twenty chapters, the bibliography, glossary and timeline are now available. Preliminary pages Introduction, Contents and Preface Introduction Education in England: a history explores the development of education in England from the Roman occupation to the present day.

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Education in Scotland, Wales and Northern Ireland is also covered, though in less detail. In addition to the twenty chapters, there is a timeline listing events, reports, education acts, official papers and other publications; a glossary of commonly-used abbreviations and terms which may be especially useful for non-UK readers; and a bibliography, which is a compilation of all the quoted sources listed at the end of each chapter. Each web page includes links to all the chapters as in the left-hand column on this page and, at the end of each page, there are links to the previous and next chapters.

The left-hand column also displays the organisation of each chapter with links to the main headings, as shown in the Contents list below. In quotations, interventions shown in round brackets are the author's own; interventions in [square brackets] are mine. Italics are the author's own unless otherwise indicated. Bearing in mind that Education in England has an international audience - roughly half of all visitors are from non-English-speaking countries - I have tried to write in a clear style and to avoid the use of colloquial expressions.

Glossary Alphabetical lists of commonly used abbreviations and terms. Bibliography A compilation of all the sources quoted. In education, lip-service has often been paid to history's importance, but it has endured a somewhat chequered career and, as a National Curriculum subject, has suffered interference from a variety of groups with political motives.

The history of education itself has fared little better. Since the s, the training of student teachers has focused on 'delivering' the National Curriculum. The idea that they might benefit from understanding how the provision of education developed in the UK seems to have been lost under a morass of tests and targets.

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This is surely not good enough. The education of our teachers should be about much more than assimilating a list of facts to be taught or acquiring some skills in classroom management, useful though these may be.

The Renaissance: The 'Rebirth' of Science & Culture

Young teachers should be encouraged to take an active part in discussions about the nature and purpose of education, something they can only do if they have some knowledge of its history and the politics which have shaped it. And this applies not only to young teachers: all of us who are concerned for our children's future need to understand how we got to where we are now, so that we can engage in an informed debate about where we go from here. As Peter Mortimore has argued, 'those involved with education must continue to make the arguments for sounder ways to improve the system in the hope that, eventually, someone will listen' The Guardian 7 July Education in England: a history is my contribution to that process.

It began life in , when I was invited by Hugh Turner, a fellow middle-school head, to give a lecture to a group of American teachers attending a summer school here in Oxford. I produced a four-page summary of the lecture, called it Education in England: a brief history , and put it on the website I had just created. Since then, it has been revised and updated several times.

The version contained , words with references to sources. And now, after three-and-a-half years' work, here is the latest edition. Since November , Education in England: a history has been completely rewritten and updated. At just under half a million words, and with references to sources and links to newly-added documents, it is four times as long as the version.

In writing this history, I have received invaluable help from a number of individuals.

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He was also co-editor with Nanette Whitbread of Forum , which had been founded by Brian Simon and Robin Pedley in to campaign for comprehensive education. In , Clyde invited me to join the editorial board of Forum , and my first article for the journal appeared in the autumn number that year.

The teaching staff of the Warburg Institute are leading academics in their field who have published widely and are involved with research related to the topics they teach. The programme will equip you with the skills required to become either an academic art historian with a serious insight into the behind-the-scenes working of a pre-eminent museum, or a curator with the research skills necessary for high-level museum work. In addition to the MA programme, there is a varied and exciting range of public lectures, conferences, events and talks available to students at the Warburg Institute and National Gallery.

You will have the opportunity to consult and exchange ideas with the community of academic art historians who use the Warburg Institute as their base and provide access to networks which will support you in your future profession. Modules are taught by academics at the Warburg and museum professionals at the National Gallery, giving you the opportunity to combine your academic study with behind-the-scenes training on a range of curatorial practices.

All students take three core modules and two option modules. The core module on Language, Palaeographical, Archival, and Curatorial Research includes training at all levels in European languages that can include French, Italian, and Latin.

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You will have the opportunity to conduct an independent research project through the dissertation, which is completed in the summer term under the guidance of a supervisor from either the Warburg or the National Gallery. The programme is supported by an unassessed Methods and Techniques of Scholarship module that will introduce you to the nuts and bolts of the historiography and methods of scholarly work in early modern cultural history and prepare you, through a term of workshops, to choose, develop, and research the topic that forms the subject of your dissertation.

See the Warburg website for more details on modules and the selection process. The availability of optional modules will depend on student numbers a minimum of three students required per option. The opportunity to conduct an independent research project utilising the world-renowned resources at both the Institute and the National Gallery, under the guidance of an academic from the Warburg or a museum professional from the National Gallery. The Warburg Institute is renowned across the world for the interdisciplinary study of cultural and intellectual history, particularly the role of images in culture.

It is dedicated to research on the history of ideas, the dissemination and transformations of texts, ideas and images in society, and the relationship between images, art and their texts and subtexts. Its work is historical, philological and anthropological. The Institute houses a research Library of international importance, a photographic collection organised according to a unique iconographic classification system, and the archive of Aby Warburg, which also holds the papers of other major thinkers of the 20th century who were connected to the Institute.

The normal minimum entrance requirement would be a First or Upper Second Class Honours degree from a recognised university in the UK, or an overseas qualification of an equivalent standard in any discipline in the humanities that is related to the course.

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In addition to a reading knowledge of one European language, applicants should have the desire to begin studying another. English is the language of instruction and applicants are required to demonstrate an appropriate level of proficiency. For more information on how to apply, click here. Find out more about funding opportunities here. If you're applying for funding, you may be subject to an application deadline. There is no fixed award and applications are considered by the Bursaries Committee of the Institute on the basis of individual student financial need.

More information on the Warburg bursaries. Find out more about the American Friends scholarship. More information on the Peltz Scholarships. One of the things which I learned and continue to remind myself constantly is to be precise in language.

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It is a great skill that I acquired during the MA and very useful even now, when I have to communicate to colleagues and clients through emails.