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
