On the development of teaching as a system of social interaction. A comparative history of the reception of the monitorial system of education in Spain and Germany (1808-1868).

On the development of teaching as a system of social interaction. A comparative history of the reception of the monitorial system of education in Spain and Germany (1808-1868).
	The project analyses different paths of reception of the monitorial system of education a very popular system of teaching in Spain and selected German states during the first decades of the 19th century. The monitorial system intended the teaching of big and heterogeneous groups of pupils by combining two different techniques. On one hand, it classified pupils along clear definitions of achievement levels and planned tightly the use of time and space in the classrooms. On the other, it foresaw the systematic collaboration of better pupils as teachers of the small classes. These monitors , as they were called, were often responsibly for direct teaching and for many tasks in ordering the classroom. The monitorial system of education, mostly an English invention, became very popular in the whole world as a sign of rationality and modernity in schooling. Its spread coincided with the formation and differentiation of a specific social subsystem of education, which took place in many European and North American countries. In this sense, a early process of system-building coined the celebrity of German schools in this time, whereas this followed in the European periphery, here represented by Spain, later and under different conditions. The comparative perspective on regional , or national paths of reception, interpretation and reformulation of this successful model of schooling aims at the analysis of different paths in the emerging of educational systems at the basic level of teaching techniques. This work on the response of local traditions faced to universal models is a contribution to a wider analysis of both culturally specified social technologies of schooling as well as processes of schooling and teaching reform.
Keywords
	Erziehungssystem; Rezeptionsanalyse; Sozialtechnologien; pädagogisches Wissen; educational semantics; pädagogische Semantik; Interaktionssystem Unterricht; Vergleichende Erziehungswissenschaft
Head of Project:
	Prof. Dr. phil. Jürgen Schriewer Faculty of Arts IV Department of Education Comparative Education Studies I
Additional Head of Project:
	Dr. Marcelo Caruso
Begin/End of Project:
	01/2002 - 06/2006
Funded by:
	ohne Mittelgeber
Publications:
	Nationalerziehung und Universalmethode frühe Formen schulorganisatorischer Globalisierung, hrsg. Jürgen Schriewer & Marcelo Caruso (Leipzig: Leipziger Universitätsverlag, 2005) [= Themenheft der Zeitschrift COMPARATIV. Leipziger Beiträge zur Universalgeschichte und vergleichenden Gesellschaftsforschung 15 (1)]. Marcelo Caruso, 2004. Locating Educational Authority: teaching monitors, educational meanings and the importing of pedagogical models. Spain and the German States in the Nineteenth Century , in: Educational Policy Borrowing: historical perspectives, hrsg. David Phillips & Kimberly Ochs (Oxford: Symposium Books), pp. 59-87. Marcelo Caruso, Disruptive Dynamics. Spanish Networks in the Spread of Monitorial Schooling (1815-1825) , in: Informal and Formal Cross-Cultural Networks in the History of Education, hrsg. Christoph Lüth, Eckhardt Fuchs & David Lindmark [= Paedagogica Historica, voraussichtlich 2006]. Marcelo Caruso, 2005. The Persistence of Educational Semantics: Patterns of Variation in Monitorial Schooling in Colombia (1821-1844) , in: Pluralizing Meanings: The Monitorial System of Education in Latin America in the Early Nineteenth Century, hrsg. Marcelo Caruso & Eugenia Roldán Vera, = Paedagogica Historica 41 (6), pp. 721-744. Marcelo Caruso & Eugenia Roldan Vera, 2005. Pluralizing Meanings. Introduction , in: Pluralizing Meanings: The Monitorial System of Education in Latin America in the Early Nineteenth Century, hrsg. Marcelo Caruso & Eugenia Roldán Vera, [=Paedagogica Historica, 41 (5)]. Caruso, Marcelo (2007): Der unterrichtsorganisatorische Übergang zur modernen Elementarschule. Die Rezeption des wechselseitigen Unterrichts aus England im Vergleich (Deutsche Staaten Spanien, ca. 1808-1868). Berlin: Humboldt-Universität zu Berlin: Habilitationsschrift, Philosophische Fakultät IV, 2007 (439 S.).