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Learning to listen and look: the shift from the monitorial system of education to teacher-lea lessons
Stockholm University, Faculty of Social Sciences, Department of Education.
Number of Authors: 12019 (English)In: The Senses & Society, ISSN 1745-8927, E-ISSN 1745-8935, Vol. 14, no 2, p. 194-206Article in journal (Refereed) Published
Abstract [en]

This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instruction was conducted by pupils, older and/or more experienced children, whereas the teacher had an overarching responsibility for overlooking the machinery without teaching much himself. In the second half of the 19th century the method was replaced by a new method in public elementary schools. From now on teacher-led lessons came to be the norm for what mass education should look like. This momentous change meant, among other things, that the relationship between pupils and teacher was transformed as the teacher increasingly was supposed to hold lessons, whereas the pupil to a greater extent became associated with listening to and closely observing a lesson.

Place, publisher, year, edition, pages
2019. Vol. 14, no 2, p. 194-206
Keywords [en]
Monitorial system of education, teacher-led lessons, power, synopticon, listening, hearing
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-171805DOI: 10.1080/17458927.2019.1619314ISI: 000474507600005OAI: oai:DiVA.org:su-171805DiVA, id: diva2:1345299
Available from: 2019-08-23 Created: 2019-08-23 Last updated: 2019-08-23Bibliographically approved

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