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Wolfgang Ratke (Ratichius, 1571-1635) presents something of a paradox in educational history. Born in Holstein, he first came into prominence through the Memorandum he presented at the election of the Holy Roman Emperor in Frankfurt in 1612. The Memorandum contained a brief proposal for reforming schools and bringing about unity of government, language and religion throughout the empire. Apart from these few facts, there is almost nothing concerning Ratke on which historians agree. For some, Ratke was a reformer of central importance - the first in history to dedicate himself exclusively to the cause of education (hence his self-given title 'Didacticus’ For others, he was a man who developed fruitful ideas, but failed to demonstrate that they could be implemented in practice, - a man sincere but incapable. For still others, he was not only incapable but not even sincere - a cheapjack, a charlatan. This thesis takes up the paradox of Ratke's treatment in educational history, and tries to discover how it arose. Starting with a sketch of Ratke's life, it examines Ratite’s attempts to implement his reforms in Augsburg, Kӧthen and Magdeburg, and the reasons for his failure. It also examines Ratke's contribution to the areas in which he invested his reforming energy for over twenty years - the curriculum, educational policy and administration, learning-theory and teaching-method. Finally, an attempt is made to find an answer to the question of whether Ratite’s ideas did indeed prove fruitful for the educational reforms which spread through seventeenth-century Germany, or whether they disappeared without trace.

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Free education has been attempted since Bermuda’s 17th century settlement. This thesis examines government’s role in education and establishment of schools by government and religious societies. Early education taught slaves about salvation, frightened whites, and threatened established authority. Christianity made blacks aware of freedom. By the 1940s, black scholars pushed for equality and focused concern for students denied education with their intellectual peers. Intelligence tests determined entrance to secondary school. Whites were relinquishing public education to blacks and were resistant to black’s aspirations. Integration was thrust to the forefront. In the 1980s, the secondary entrance exam was denounced for young black males and as promoting a drug culture. In 1987, the government restructured with integration as a fiscal necessity and a failed social-political exercise. Outside consultants guided the changes in ways less than suitable to Bermuda’s circumstance. A large single secondary school was created that has been viewed as promoting private education more than anything in Bermuda’s history.¹

<p>Domfors, Lars-Åke (2000): Döfstumlärare – specialpedagog – lärare för döva och hörselskadade. En lärarutbildnings innehåll och rationalitetsförskjutningar</p><p> (Teacher of the Deaf-Mute – Teacher of Special Education – Teacher of the Deaf and Hard of Hearing. The Content and Rationality Changes of a Teacher Education Program).</p><p>Örebro Studies in Education 1, 304 pp. Örebro ISBN 91-7668-252-8.</p><p>This dissertation is a study of some aspects of Teachers of the Deaf (ToD) education programs using the theoretical perspectives of symbolic interactionism and concepts of rationalitites. Changes in Swedish ToD teacher education from 1873 to the 1990s are examined through the text analysis of documents such as government regulations and syllabi and other texts such as education journals. It is argued that, parallel with the dominant rationality of the period, strands of other rationalities are to be found. In an ongoing struggle for power, one dominant rationality is challenged and gradually replaced by another. The research indicates the dominance of a patriarchal values-rationality in the decades following 1873, an instrumentaltechnical rationality during the 1930s to the 1960s and a communicative rationality from the 1970s.</p><p>Research was carried out at the National Upper Secondary School for the Deaf and Hard of Hearing in order to understand what characterizes Deaf education and the ToDs’ work, and what kind of professional skills are therefore required. The research was based on teacher interviews, student questionnaires and teaching observations in classes. Learning processes within a ToD teacher education course, as perceived by ToD students, are analysed by a study of written reflections, seminar observations and transcipts from tape-recorded seminars. ToD teacher education programs at universities in Washington D.C. and Edinburgh are also analysed.</p><p>A model for ToD education is discussed. It is argued that even if the dimension of essentialism stressing ToD basic skills and knowledge is important, the main theories for understanding the ToD education process are communicative rationality and interactionism. </p><p>It is further argued that, at societal level, the dominance of different rationalities implies different meanings of the ToD socialisation process, mediated through different historical and cultural contexts.</p><p><i>Keywords:</i> Teacher of the Deaf, educational history, research on teacher education, rationalities, symbolic interactionism.</p><p><i>Lars-Åke Domfors, Department of Education, Örebro University,</i></p><p><i>SE-701 82 Örebro, Sweden</i></p>

For individuals and organizations, the events of the past shape and affect the decisions made in the present, to the benefit or detriment of the person or group. Historical research can make available information about the past that aids understanding of the future. This qualitative explanatory historical study of the schools of Magnolia, Texas creates a record of the Magnolia Independent School District by focusing on the political climate, growth patterns, and ethnic influences from 1900 to 2009. The methods of data collection consist of personal interviews, oral histories, school district documents, school board minutes, and newspaper articles. The research questions that guide the study are: (1) What is the history of Magnolia Public Schools and what influential people and events have shaped the district? (2) What were the causes of growth periods in the Magnolia Independent School District, and what were the effects of such growth? and, (3) How did the district’s ethnic and socioeconomic groups affect its growth and instruction? This explanatory historical study identifies the connection between the development of the schools in Magnolia, Texas and the surrounding community that has grown due to urban expansion. By recording the perceptions of the key people who have witnessed the district’s history, noting the influential events that have occurred, and documenting the district’s periods of growth, this study will help preserve the history of the schools in Magnolia for current and future leaders and researchers. By assisting with an understanding of the causes of decisions and actions taken in the past, this study has the potential to become an important resource for school administration and staff, community members, and other stakeholders as they seek to positively impact the present and the future.

(Teacher of the Deaf-Mute – Teacher of Special Education – Teacher of the Deaf and Hard of Hearing. The Content and Rationality Changes of a Teacher Education Program). This dissertation is a study of some aspects of Teachers of the Deaf (ToD) education programs using the theoretical perspectives of symbolic interactionism and concepts of rationalitites. Changes in Swedish ToD teacher education from 1873 to the 1990s are examined through the text analysis of documents such as government regulations and syllabi and other texts such as education journals. It is argued that, parallel with the dominant rationality of the period, strands of other rationalities are to be found. In an ongoing struggle for power, one dominant rationality is challenged and gradually replaced by another. The research indicates the dominance of a patriarchal values-rationality in the decades following 1873, an instrumentaltechnical rationality during the 1930s to the 1960s and a communicative rationality from the 1970s. Research was carried out at the National Upper Secondary School for the Deaf and Hard of Hearing in order to understand what characterizes Deaf education and the ToDs’ work, and what kind of professional skills are therefore required. The research was based on teacher interviews, student questionnaires and teaching observations in classes. Learning processes within a ToD teacher education course, as perceived by ToD students, are analysed by a study of written reflections, seminar observations and transcipts from tape-recorded seminars. ToD teacher education programs at universities in Washington D.C. and Edinburgh are also analysed. A model for ToD education is discussed. It is argued that even if the dimension of essentialism stressing ToD basic skills and knowledge is important, the main theories for understanding the ToD education process are communicative rationality and interactionism. It is further argued that, at societal level, the dominance of different rationalities implies different meanings of the ToD socialisation process, mediated through different historical and cultural contexts.

This study examines neglected aspects of the educational history of Texas. Although much emphasis has been placed on the western, frontier aspects of the state in the years after Appomattox, this study assumes that Texas remained primarily a southern state until 1900, and its economic, political, social, and educational development followed the patterns of the other ex-Confederate states as outlined by C. Vann Woodward in his Origins of the New South. This study of the educational history of Texas should aid in understanding such developments for the South as a whole. For the purposes of this study, "education" is defined in terms of institutions specifically created for the formal education of the young. Additionally, the terms "public education" and "private education" are used extensively. It is a contention of this study that the obvious differences between public and private schools in the last half of the twentieth century were not so obvious in the last half of the nineteenth, at least in Texas. Finally, an attempt has been made to confine the study to those areas of formal schooling which are today commonly called primary and secondary, although this was difficult because of the lack of definition used in naming schools, and because many of the academies, institutes, colleges, and universities of the period enrolled students from the primary level to the collegiate level.

O estudo concebe as imagens como privilegiados canais de fluxo das memórias, elas mesmas tomadas como narrativas de memórias. Examina as complexas relações entre memória e imagem. Detém-se na análise dessas relações a partir das obras de pintura do artista gaúcho Flávio Scholles, que desde 1976 desenvolve um trabalho artístico de cunho biográfico, podendo ser considerado um guardião de memórias. Discute o significado de suas imagens como disparadoras do exercício de rememorar e a dimensão educativa das mesmas, problematiza em que medida essas pinturas possuem um potencial evocador de memórias individuais e coletivas de sujeitos da região do Vale dos Sinos, RS. Resulta do contato de algumas pessoas com um corpus restrito de imagens produzidas pelo artista, algumas conhecedoras de suas obras, outras tendo o primeiro contato com as mesmas por ocasião da investigação. A pesquisa realizou seis entrevistas e um grupo de conversação envolvendo ao todo 17 sujeitos residentes em vários municípios da Região. As narrativas orais de memórias foram transformadas em documentos e integram o corpus empírico da pesquisa, cujo estudo apóia-se nos referenciais que tematizam os conceitos de imagem e memória. Analisa de que forma os sujeitos se reconheceram nas imagens do artista com as quais se depararam e que conteúdos foram manifestos em suas narrativas a partir desse contato. Para a análise, faz-se acompanhar das reflexões propostas por vários autores, dentre eles Ecléa Bosi, Antoinette Errante, Alberto Manguel, Sandra Jatahy Pesavento, Maria Stephanou e Maria Helena Bastos, entre outros. A estratégia metodológica contempla, além das entrevistas e grupo, a localização e pesquisa junto a documentos escritos, além de conversas com o autor-pintor. A investigação empreendida junto aos sujeitos, que deram voz e vez às suas reminiscências, resultou na organização e análise dos conteúdos produzidos no exercício de rememorar, sendo distribuídos em cinco temas: Trabalho, Família, Educação, Atividades Sociais, Lugares. A compreensão da dimensão educativa das imagens para evocação de memórias individuais e coletivas assenta-se no fato de que as imagens não possuem sentido em si mesmas, mas necessitam de um interlocutor que as decifre, e a partir disso re-signifique a sua própria história de vida. As obras selecionadas no estudo expressam vivências do artista, mas também apresentam conquistas e dilemas do seu grupo de pertencimento, marcados pela defesa da cultura teuto-brasileira na Região do Vale dos Sinos. As obras são plenas de narrativas de infância e juventude, assentadas num contexto histórico, geográfico, social e cultural, ao qual pertencem também os sujeitos narradores, e que por esta proximidade suscitaram muitas identificações, conduzindo-os a refletirem sobre suas próprias vidas, o tempo vivido e o presente que se constrói a partir de tempos idos. Os narradores sensibilizaram-se com cenas, figuras, objetos, e temáticas apresentadas nas pinturas, muitas das quais semelhantes ao universo de coisas e experiências que os cercaram desde a mais tenra idade, que não eram muitas, todavia especiais. / On the present study images are conceived as relevant memory flowing channels and seen as memory narratives. It examines the complex relation between the memory and the image. Their analyses is made on the work of the gaucho artist Flávio Scholles, who since 1976 develops an artistic and biographic work, and who deserves to be called a memories guardian. This study questions the meaning of his images as triggers of the remembering exercise, and the educational relation of them. It points out in what measure these pictures have an evocative memorial potential by individuals and collectives on Vale dos Sinos, RS. It shows the contact of a group of people with a restricted corpus of images produced by the artist, some of them knew his art well but others were having the first contact with it. Six interviews and a conversation group with 17 people living in several cities from this region took place during the survey. The oral narratives of their memories became documents and are now part of the empirical corpus of the survey. Its study finds support on the references from the concepts of image and memory. It analyses in which way the subjects recognize themselves on the artist’s images that they had seen and which contend was manifested in their narratives due to this contact. For the analyses were taken in account the ideas proposed by several authors like Ecléa Bosi, Antoinette Errante, Alberto Manguel, Sandra Jatahy Pesavento, Maria Stephanou and Maria Helena Bastos, among others. The methodological strategy used, besides the interviews and group meetings, was the research of written documents, as well as talks with the author-painter. The investigative work with the subjects, resulted on the organization and analyses of the contents produced on the remembering exercise. Those were classified in 5 themes: work, family, education, social activities and places. The comprehension of the educative dimension of the images, evoking the individual and collective memories, lays on the fact that they don’t have a sense by themselves but they need an interlocutor to decode them , and this way finding a new meaning for his/her life story. The masterpieces selected on this study express the artists’ experiences, but also show achievements and dilemmas from his belonging group, known for fighting for the german/brazilian culture on the Vale dos Sinos region. The works are full of childhood and youth narratives placed on an historic, geographic, social and cultural context where the narrator subjects belong to. That’s why many of them identified themselves and had reflections about their own lives, the time lived and the present being built over the past. The narrators felt moved by scenes, figures, objects and themes presented on pictures, many of them similar to the universe they were surrounded by on their early age.