Order in Progress

Order in Progress details the progression of teaching methods in Belgium's primary schools from the curriculum to the currently established educational standards.

Introduction

9

(10)

Developing A Theoretical Framework for the History of Educational Reality in the Classroom

19

(36)

Problems and Issues for Classroom History

19

(9)

The Pedagogical paradox

19

(3)

Raising theoretical awareness from within

22

(4)

The essential question of education's social significance

26

(2)

Methods And Sources For Classroom History

28

(11)

`Ethno-history' of education

28

(2)

Reconstructing the pedagogical climate

30

(4)

Cuban and the problem of 'thin description'

34

(3)

Zilversmit and the problem of the typology of pedagogical behaviour

37

(2)

An Appropriate Route For Classroom History

39

(6)

Valorisation of periodicals as a traditional Source

39

(1)

Avoiding hasty links

40

(2)

Is normativity a problem?

42

(1)

Confusion as analytical surplus

43

(2)

Curriculum History as a Way Into the Study of Didactic Reality in the Classroom

45

(5)

`Curriculum History' and 'Classroom History'

45

(2)

The Curriculum: myth, technology of utopia?

47

(3)

The Pedagogical Context of Classroom History

50

(5)

`The Ghost in The Machine': Teaching In The 1880S

55

(30)

The 1880 Curriculum Reform And The Construction of School Time

56

(5)

The school's mission: education and child rearing

57

(2)

The actual curriculum: context and didactic guidelines

59

(2)

The Long And Medium-Term Perspective of School Time

61

(10)

Knowledge standards and the problem of managing time in the long term

63

(4)

Knowledge standards and the problem of the group in the long term

67

(2)

The timetable and the problem of group and time in the medium term

69

(2)

The Short-Term Perspective: Lesson Structure

71

(13)

Preparation of the lesson

71

(3)

Opening the lesson

74

(3)

Development of the lesson

77

(5)

Conclusion of the lesson

82

(1)

Application of the lesson

83

(1)

Criticism of the Rise of The Educational Machine?

84

(1)

Educational Reform as 'Explosante-Fixe: Teaching in the 1930S

85

(36)

The 1936 Curriculum Reform

89

(6)

The historical overture: 1920 and 1922

89

(2)

The Curriculum Reform

91

(4)

The Long And Medium-Term Perspective of School Time

95

(9)

Examinations

96

(3)

Individualisation and homogenisation

99

(4)

The timetable

103

(1)

The Short-Term Perspective

104

(15)

Preparation of the lesson

104

(7)

Opening of the lesson

111

(1)

Development of the lesson

112

(5)

Conclusion of the lesson

117

(1)

Application of the lesson

118

(1)

Resistance to the Grammar of Schooling?

119

(2)

Teaching in the 1960S: The End of Schooling?

121

(36)

The 1958 Curriculum

123

(3)

The renewed definition of the environment

124

(1)

Developmental psychology as justification

124

(2)

Moral education as an essential element

126

(1)

The Long and Medium-Term Perspective

126

(9)

Breakdown into grades and year groups

126

(3)

Examinations

129

(2)

Knowledge standards and the problem of the group in the long term

131

(1)

The timetable and the control of time in the medium term

132

(3)

The Lesson or The Short-Term Perspective

135

(18)

Preparation of the lesson

135

(3)

Opening the lesson

138

(4)

Development of the lesson

142

(9)

Conclusion of the lesson

151

(1)

Application of the lesson

152

(1)

Conclusion: Resistance to The Grammar of Schooling?

153

(4)

`You Don't Catch Flies With Vinegar: Educating In The 1880S

157

(34)

Views of the Child and The Pupil

157

(3)

Interaction Between Teacher and Pupil

160

(5)

School ritual as a reflection of order and discipline

161

(2)

The educational ideal of geniality

163

(2)

Corporal Punishment: Raising The Ideological Stakes

165

(6)

Theory and Practice of Maintaining Discipline

171

(20)

Using rewards to maintain order

175

(3)

Restoring order through the taxonomy of punishment

178

(5)

Punitive restraint: the extenuating discourse of professional, psychopedagogical justice

183

(8)

Educating in The 1930S: Criticism Without Alternatives?

191

(26)

Child-Centred Education: The Way Back From Pupil To Child?

191

(4)

The Nature of The Child: Point of Departure for A 'New' Well-Disciplined School And Society

195

(5)

Punishment and Reward: Theory And Practice of a 'New' Taxonomy of Discipline?

200

(17)

Corporal punishment: Educational taboo or drawn-out farewell?

200

(4)

Teachers versus parents in the battle for pedagogical competence in the area of discipline

204

(4)

Educationally sound punishment and reward

208

(5)

Punishment and reward in everday practice

213

(4)

`The Joy of Working': Educating in The 1960S

217

(26)

Persistent Images of Child And Pupil: Nature Versus Culture

217

(5)

Psycho-Pedagogical Theory and Opinion-Forming

222

(3)

Optimum Pedagogical Interaction: A Tale of the Happy Medium

225

(8)

Toward a Shifting Perspective On The Command Structure Within The School?

233

(10)

Educational history's verdict

233

(2)

Psychological manipulation of emotions as professional aura

235

(5)

And in everday school life?

240

(3)

Conclusion

243

(6)

Bibliography

249

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Summary

Table of Contents

Supplemental Materials