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首页> 外文期刊>British Educational Research Journal >About looking: vision, transformation, and the education of the eye in discourses of school renewal past and present
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About looking: vision, transformation, and the education of the eye in discourses of school renewal past and present

机译：关于外观：过去和现在的学校更新话语中的视觉，转换和眼球教育

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This article reports the interim findings of historical research, funded by the British Academy (2007), which is exploring the possibilities of prosopography (the study of biographies linked through a common purpose, philosophy or practice) in researching the relationship between educational thought and school design since World War Two. Through oral history and archival research, the lives of leading figures in the post-war period of English school design have been examined in relationship with one another. The research has uncovered networks of individual architects and educationists who together constructed a particular vision of education and subsequently a process of school design during the third quarter of the twentieth century. The research suggests that current efforts to visualise school as a transformational and transformed learning environment might profit from the notion of prosopography in the sense that it may help to expand our understanding of contemporary networks that are engaged in constructing a common vision of school for the twenty-first century. The article begins with a brief discussion of discourses of educational vision set in the context of the contemporary UK government Building Schools for the Future (BSF) and Primary Capital Building programmes. It then moves on to demonstrate how a network of individuals, linked to three key protagonists in school/education design, developed in England during the post-war period of reconstruction a collective vision of school which gave a special significance to what came to be understood as the education of the eye. This research suggests that while vision is important, the history of visualising school offers another still relevant set of references to those generally chosen today.
机译：本文报道了由英国科学院（2007）资助的历史研究的中期结果，该研究正在探索透视学（通过共同的目的，哲学或实践进行的传记研究）研究教育思想与学校之间关系的可能性。自第二次世界大战以来的设计。通过口述历史和档案研究，人们考察了战后英语学校设计中主要人物的生活。这项研究发现了由个体建筑师和教育家组成的网络，他们共同构建了一种特殊的教育观，并随后在20世纪第三季度进行了学校设计。研究表明，当前将学校形象化为变革和转变后的学习环境的努力可能会受益于普教学的概念，因为这可能有助于扩大我们对当代网络的理解，这些网络正在为二十世纪的学校建立共同的愿景-一世纪。本文首先简要讨论了在当代英国政府建设未来学校（BSF）和基本资本建设计划的背景下设定的教育视野。然后，它继续展示了在战后重建期间在英格兰如何发展与学校/教育设计中的三个主要角色相关的个人网络，这种集体的学校愿景对后来的理解具有特殊意义。作为眼睛的教育。这项研究表明，尽管视觉很重要，但视觉化学校的历史为当今通常选择的那些提供了另一组仍然相关的参考。

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