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A mother educating her daughter remotely through familial correspondence: the letter as a form of female distance education in the eighteenth century
Get PDFThis article challenges the popular belief that distance learning only took place through formal correspondence courses in the eighteenth century. By examining the correspondence between a mother and her daughter, this article argues that this kind of remote education through letters was a disruptive and organic process, adapting physical learning within the space of letters and postal restraints. This was an emotional process, one that called for the renegotiation of authority and previous learning practices in order for it to succeed. Thus, these letters reveal how letters were not just tools of communication but also important tools for the education of children in a more substantial way than previously thought. Letter-writing is already known to be taught through correspondence and these letters evidence this, but these letters also reveal the instruction of French, domestic chores, household management, tutoring, societal behaviours and emotional management. Consequently, this article offers a case for broadening the definition of distance learning to include less formal educational practices. Thus, this article flags the need for further research on the history of remote education, an area which has particular resonance given shifts towards distance learning as a form of education practice
Editorial - The heroism of teachers: agility and adaptability through professional education
No full textOliver Cromwell and the secret arts of government: intelligence and espionage in the early modern state
No full textA lecture on the idea of secrecy and the role of Oliver Cromwell as Lord Protector and the use of the 'edg'd tools' of government - spies and intelligence actions in the 1650s
The learning sciences in Initial Teacher Education - responding to the Core Content Framework
Get PDFThe new ITT Core Content Framework (DfE 2019a) and the Early Career Framework (DfE 2019b) have all been informed by the ‘Learning Sciences’, particularly by cognitive neuropsychology with an emphasis on learning as memory. This provides an urgency for ITE providers to address scientific accounts of learning in their programmes. We see this as a provocation for critical thought and an opportunity to support our trainees in becoming ‘reflective professionals’ rather than ‘executive technicians’ (Winch et al. 2015). In this session, we shared the approach we are taking at Bath Spa University through our ‘Learning Sciences in ITE’ project (funded by The Wellcome Trust). We are taking a Design-Based Research (DBR) approach to the project. DBR involves cyclical processes of design, trial, feedback and reflection in a real-life context. (e.g. Anderson & Shattuck, 2012). To date, we have developed a package of open access resources to critically engage trainee teachers with ideas from the learning sciences such as challenging VAK and considering retrieval practice (available at: https://www.bathspa.ac.uk/learning-sciences). By taking this approach we reduced and unsettled trainee belief in neuromyths and successfully positioned the trainees as ‘critical consumers’ of neuroscience (McMahon, Yeh & Etchells 2019). We are maintaining this emphasis on critical research literacy and some neuromyth busting, but moving on to look at the learning sciences as another lens through which we can view learning and pedagogy. We shared how the rationale for our approach emerged from education tutors in collaboration with colleagues in biological and neuropsychology (McMahon & Etchells, 2018). We have looked within and beyond the ITT Core Content Framework to identify and select key ideas from the science of learning and map these across the primary ITE curriculum
The alibi girl
No full textJoanne Haynes has a secret. That is not her real name.
And there’s more. Her flat isn’t hers. Her cats aren’t hers. Even her hair isn’t really hers.
Nor is she any of the other women she pretends to be. Not the bestselling romance novelist who gets her morning snack from the doughnut van on the seafront. Nor the pregnant woman in the dental surgery. Nor the chemo patient in the supermarket for whom the cashier feels ever so sorry. They’re all just alibis.
In fact, the only thing that’s real about Joanne is that nobody can know who she really is.
But someone has got too close. It looks like her alibis have begun to run out…
Should Buddhism be taught in schools?
No full textYes! However, it does depend on what sort of school, which country the schools are in, whether the pupils are Buddhist, what you mean by “teaching” and what you understand by “Buddhism"