James Bonwick: Australian School Inspector and Fellenberg Disciple

Autor/in	Moore, Keith
Titel	James Bonwick: Australian School Inspector and Fellenberg Disciple
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 55 (2019) 2, S.183-206 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2018.1499782
Schlagwörter	Foreign Countries; Educational Change; Inspection; Institutional Evaluation; Teaching Methods; Teaching Skills; Educational History; Educational Philosophy; Biographies; Professional Recognition; Progressive Education; Poverty; Moral Values; Child Development; Evaluators; Student Centered Learning; Administrators; Australia; United Kingdom (England); Switzerland + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Prüfverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Biography; Biografie; Biographie; Reformpädagogik; Progressive Erziehung; Armut; Moral value; Ethischer Wert; Kindesentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Australien; Schweiz
Abstract	This study investigates the "educational borrowing" of Pestalozzi's and Fellenberg's reforms by James Bonwick, an Australian schoolmaster and inspector in the 1840s and 1850s. The article initially examines Pestalozzi's and Fellenberg's teaching methods and philosophies. Adopting a biographical approach, it then explores the circumstances that influenced Bonwick to embrace, utilise, and then become a protagonist in promoting the ideas of these European educationalists. Commencing with his teacher training, Bonwick was inspired to question the social and educational effectiveness of the monitorial teaching then in vogue. Transferring to the Australian Colony of Van Diemen's Land, he operated several schools based on Fellenberg's example. Then, in South Australia and Victoria, where he continued to implement Pestalozzian teaching methods, his superior teaching skills received recognition through being invited to appear before several governmental investigations into education. Finally, but most significantly, as a school inspector in Victoria between 1856 and 1859, he inspired a generation of the colony's schoolteachers to take up his enlightened and progressive teaching methods and views. Most studies of "educational borrowing" focus on parliamentarians and senior bureaucrats, but this study explains how a school inspector's energy and passion for Pestalozzian principles and methods generated widespread teacher support for their adoption. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01