Sensorial Experiences and Childhood: Nineteenth-Century Care for Children with Idiocy

Autor/in	van Drenth, Annemieke
Titel	Sensorial Experiences and Childhood: Nineteenth-Century Care for Children with Idiocy
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 51 (2015) 5, S.560-578 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2015.1019711
Schlagwörter	Sensory Experience; Child Development; Educational History; Psychiatry; Teaching Methods; Intervention; Mental Disorders; Psychopathology; Guidance; Foreign Countries; Special Education; Learning Disabilities; Netherlands + Suchen Sie Ihr Suchwort? Sinnerfahrung; Kindesentwicklung; History of education; Bildungsgeschichte; Psychiatrie; Teaching method; Lehrmethode; Unterrichtsmethode; Mental illness; Geisteskrankheit; Psychopathologie; Beratung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Niederlande
Abstract	Following Foucault's analysis of expanding psychiatric power, this article addresses the shift from psychiatry into pedagogy in interventions concerning children with mental problems in the nineteenth century. The aims of this article are twofold. First, to answer the question of how the notion of "idiocy" developed in the context of an increasing interest in sensorial experiences in childhood, in relation to both psychopathology and "normalcy". New research into the early nineteenth-century case of the "wild boy of Aveyron" reveals the importance of care in the first observations of the boy and the connection that was subsequently made with sensorial experiences in childhood and child development. In the wake of the work of Enlightenment alienists such as Pinel and Itard, Edouard Séguin constructed an educational trajectory for children with mental impairments in which, through strict pedagogical guidance, the lack of "will" would be restored by stimulating the senses. The second aim is to examine the case of the first autonomous school for "idiotic" children in The Netherlands. Following the "praxeography" approach, I focus on the interventions by the Reverend Cornelis van Koetsveld, who shaped his "cure by education" through training the senses in children with problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01