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首页> 外文期刊>Early Popular Visual Culture >Democracy and discipline: Object lessons and the stereoscope in American education, 1870-1920
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Democracy and discipline: Object lessons and the stereoscope in American education, 1870-1920

机译：民主与纪律：对象课程与美国教育中的立体镜，1870年至1920年

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This article explores the use of the stereoscope as a pedagogical medium in the United States from the 1870s to the 1920s as an extension of object teaching, and as a device that asserted a particular visual paradigm on student users. Due to aggressive marketing strategies by firms like Underwood & Underwood and the Keystone View Company, the stereoscope experienced a resurgence of popularity near the end of the nineteenth century, particularly finding application in American schools. This was, in part, because the three-dimensional images that stereographs simulated could be used in the popular nineteenth-century pedagogical method of the object lesson. Analysis of the marketing and pedagogical materials that surrounded the stereograph in the classroom demonstrates the fidelities that its use bore to the methods and objectives of object teaching, and reveals educators’ and social scientists’ efforts to endorse the stereographic image’s properties as realistic to legitimize its work in education. These efforts suggest an ambivalence toward the educational use of a visual medium previously associated primarily with entertainment, and lay bare prevailing attitudes toward work and play in nineteenth-century educational thought. The stereoscope thus extended the reaches of the object lesson, and balanced amusement and instruction. While deployed in order to provide students with more direct sensory impressions, however, the stereoscope functioned as a disciplinary agent, providing highly structured and mediated encounters with the visual world. In this respect, it became a disciplinary tool capable of shaping children’s visual habits and structuring their fields of vision.View full textDownload full textKeywordsstereoscope, stereograph, object teaching, children’s visual culture, education, kindergarten, amusement and instructionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/17460654.2012.664746
机译：本文探讨了从1870年代到1920年代在美国作为一种教学手段的立体视镜，作为对象教学的一种扩展，以及一种对学生用户提出特殊视觉范式的设备。由于Underwood＆Underwood和Keystone View Company等公司采取了积极的营销策略，这种立体镜在19世纪末逐渐流行起来，特别是在美国学校中得到了应用。这部分是因为立体图模拟的三维图像可以用于对象课程的流行的19世纪教学法中。对教室中围绕立体图的市场营销和教学材料的分析表明，其使用忠实于对象教学的方法和目标，并揭示了教育者和社会科学家为认可立体图的属性所做的努力使其教育工作合法化是现实的。这些努力表明人们对以前主要与娱乐相关的视觉媒体的教育用途存在矛盾，并在19世纪的教育思想中表现出对工作和娱乐的普遍态度。因此，立体镜扩大了对象课程的范围，并平衡了娱乐和教学。部署立体视镜是为了为学生提供更直接的感官印象，但它却充当了学科的角色，提供了与视觉世界高度结构化和中介化的相遇。在这方面，它成为能够塑造儿童的视觉习惯并构造其视野的学科工具。查看全文下载全文关键词立体镜，立体图，对象教学，儿童的视觉文化，教育，幼儿园，娱乐和教学相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/17460654.2012.664746

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