Abstract/Notes: The paper referenced here is reportedly contained within the Louise D. Boyle Papers at the National Baha'i Archives (USA).

Language: English

Abstract/Notes: Purpose It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues. Design/methodology/approach This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive. Findings New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century. Originality/value The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.

Language: English

DOI: 10.1108/HER-10-2015-0024

ISSN: 0819-8691

Abstract/Notes: The article analyses the factors that impacted the appearance of a new pedagogy in reading in the first third of the 20th century in Catalonia. Apart from the outstanding figures such as Pere Vergés, Artur Martorell or Anna Rubiés other factors determined and contributed to spreading the didactic and methodological proposals that would make up a new pedagogy of reading, based on the New School movement. The establishment of the network of public and school libraries, the emergence of large publishing houses specialising in children’s books, the whole generation of teachers who took up the challenge of renewing the school and, also, the institutional boost from the two periods of self-government, in times of the Catalan Commonwealth and during the Republican Government of Catalonia, made the transformation possible. / L’article analitza els factors que incidiren en l’aparició d’una nova pedagogia de la lectura en el primer terç del segle XX a Catalunya. A banda de figures destacades com Pere Vergés, Artur Martorell o Anna Rubiés, altres factors van determinar i contribuir a difondre les propostes didàctiques i metodològiques que anirien configurant una nova pedagogia de la lectura a partir del moviment de l’Escola Nova. La implantació de la xarxa de biblioteques populars i escolars, l’eclosió de grans editorials especialitzades en llibres per a infants, tota la generació de mestres que assumia el repte de renovar l’escola i, també, l’impuls institucional dels dos períodes d’autogovern, en temps de la Mancomunitat i durant la Generalitat republicana, van fer possible la transformació. / El artículo analiza los factores que incidieron en la aparición de una nueva pedagogía de la lectura durante el primer tercio del siglo XX en Cataluña. Al lado de figuras destacadas como Pere Vergés, Artur Martorell o Anna Rubiés, otros factores fueron determinantes y contribuyeron a difundir las propuestas didácticas y metodológicas que aportaron elementos decisivos en la configuración de una nueva pedagogía de la lectura a partir del movimiento de la Escuela Nueva. La implantación de la red de bibliotecas escolares y populares, el auge de grandes editoriales especializadas en la edición de libros infantiles, el trabajo de toda una generación de maestros y maestras que asumieron el reto de renovar la escuela y, también, el impulso institucional de los dos periodos de autogobierno, durante la Mancomunidad de Cataluña (1914-23) y la Generalitat de la Segunda República (1931-39), hicieron posible esta transformación.

Language: Catalan

DOI: 10.2436/e&h.v0i22.75256

ISSN: 2013-9632, 1134-0258

Language: Italian

Published: Castellanza, Varese, Italy: Il Quaderno Montessori, 1993

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643

Language: English

ISSN: 0889-5643

Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Language: English

ISSN: 0889-5643

Abstract/Notes: A new database will house information about Montessori education, a popular method of schooling in early-childhood education.

Language: English

ISSN: 0277-4232, 1944-8333