Dialogic pedagogical gatherings in teaching the history of education: an online training experience

Dialogic Pedagogical Gatherings is a technique that has been previously used in different educational contexts. However, its implementation in virtual environ-ments is not so common. The present paper reflects an experience of this technique applied to the telematic training of Social Education students in a subject linked to the history of education. The results obtained were compared with other similar experiences in face-to-face format, evidencing that the Dialogic Pedagogical Gatherings have had good results in the online format, although there are elements of improvement for future implementations. © GKA Ediciones, authors.

Nature and education. The historical heritage of open-air schools in Italy

The Covid-19 pandemic has dramatically drawn our attention to the central issue of hygiene and the possibility to bring school education outdoors and into natural settings. In fact, international pedagogic thought has focused on a 'nature-deficit disorder' in today's children for some time (Louv, 2005), as well as the need to review the prevailing form of school settings, no longer privileging indoor locations but rather outdoor environments. This contribution aims to focus on the experiences of open-air schools which, from the early 20th century onwards, have fought the hygienic and medical battle against the tuberculosis «pandemic», aiming to rediscover nature and the outdoors as a privileged educational environment for primary school children. Widespread internationally, these experiences foster the rediscovery of the educational value of outdoor settings and nature in all its scientific and cultural aspects, and, precisely because of their open-air environment, they have been promoters of self-government, responsibility, co-education, collective discovery, within the framework of the spread of international pedagogic activism. In particular, using lesser-known archive source and more recent bibliographical references, the attention here focuses on open air schools set up and developed in Italy from the early 20th century, fully-fledged examples of international outdoor schools that go way beyond those which have been known until now. Finally, it will take a look at the key experiences and personalities who have promoted a renewed form of education through nature in open air schools in Italy. © 2022 FahrenHouse. All rights reserved.

A Brief History of Australian Universities*

This article aims, firstly, to provide a sketch of the humanistic tradition of education from Classical Antiquity through to the present, as the cultivation of the whole person as an individual and as a responsible citizen, which arguably still underpins European and other western education systems but which has been eroded in Australia. Secondly, this article aims to provide an outline history of universities in Australia from 1850 to the present, highlighting by way of examples consistent patterns and failures, and the sources of challenges now facing the sector. Thirdly, this article provides a brief summary of those challenges, some of which have been exacerbated but not caused by COVID-19.

The noise of the living and the silence of the dead: public histories of education in between pandemics in the “rural” Portugal (1918–2021)

More than ever, the space of history of education is defined by its specialised communities as much as by the people who participate in the educational process, including those who have been historically left out of it. It is these people (along with the historian) who build the history of the present time and the archives of public memory. In an increasingly virtualised and viralised world, the problem of public use of historical research appears, in the educational arena, as a condition of possibility of scientific knowledge itself. Today, the dilemma of history is no longer to respond to the challenges provoked by the social sciences but, on the contrary, to face the crisis of their postulates. In the midst of the Covid-19 pandemics, we are confronted with blunt evidence: we don’t need more knowledge, we need other knowledges. We are required to reposition our gaze from the macro into the micro scale. This article aims to bring into the historical picture of contemporary education the living people and archives left out of it, in the last century. Based on oral and written testimonies of people who lived in between pandemics (1918–2021) in Portuguese rural contexts, we seek to write a history (and a historiography) of education for the people, about the people, and by people. In short: a Public History that is able to confront the immediate present with a quasi-recent past, the noise of the living with the silence of the dead. [ FROM AUTHOR] Copyright of Paedagogica Historica is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)