Enseñanza - History Lab https://historylab.es Tue, 10 Jan 2023 13:40:52 +0000 en-US hourly 1 https://wordpress.org/?v=6.9.4 https://historylab.es/wp-content/uploads/2021/06/cropped-icono-historylab-32x32.jpg Enseñanza - History Lab https://historylab.es 32 32 Didactic/divulgative resources on the History of women and gender relations in Spain https://historylab.es/didactic-divulgative-resources-on-the-history-of-women-and-gender-relations-in-spain/?utm_source=rss&utm_medium=rss&utm_campaign=didactic-divulgative-resources-on-the-history-of-women-and-gender-relations-in-spain Sat, 19 Feb 2022 16:34:29 +0000 https://historylab.es/2022/02/19/recursos-didacticos-divulgativos-sobre-la-historia-de-las-mujeres-y-de-las-relaciones-de-genero-en-espana/ Web of didactic/divulgative resources on the History of women and gender relations in Spain

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]]> This website brings together a series of didactic/divulgative resources on the history of women and gender relations in Spain produced by teachers, graduates and undergraduate students. It is a site in a permanent process of construction. Chronologically planned in the long term, each section offers videos on monographic issues that can be found on its YouTube Channel. In addition, the videos are accompanied by lists of specific bibliographies for further knowledge and links to other websites in some cases. The website, which is the result of several teaching innovation projects, aims to bring research on women’s history and gender relations to students, teachers at different levels of education and the general public.

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]]> Common Educational Space. Open educational resources network https://historylab.es/common-educational-space-open-educational-resources-network/?utm_source=rss&utm_medium=rss&utm_campaign=common-educational-space-open-educational-resources-network Sat, 19 Feb 2022 16:34:17 +0000 https://historylab.es/2022/02/19/espacio-procomun-educativo-red-de-recursos-educativos-en-abierto/ A space for educational and learning uses where digital teaching material can be found and created

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]]> A space for educational and learning uses, mainly by the teaching community and students, but also by the general public. Here it will be possible to search, consult and download learning objects in different formats. The Procomún Educational Space is an initiative of the Ministry of Education and Vocational Training (MEFP) that builds on the Agrega Project, enriching it with new elements. It takes the form of a web space that integrates learning objects and teaching experiences, constituting an intelligent, social and distributed network. It contains the repository of Open Educational Resources (REA) created by the MEFP and the Autonomous Communities, in which the educational community can find and create structured teaching material, classified in a standardised way (LOM-ES), ready for downloading and direct use by teachers and students. A “semantic layer” has been built on top of the existing platform and the services offered by the website have been extended by working with structured and linked data within the framework of semantic web standards. The incorporation of a faceted search engine allows users to find educational objects by restricting the overall set of results through multiple criteria or facets based on their own reasoning. The other fundamental element of the Procomún Educational Space is the Teaching Social Network closely linked to the educational resources through a system of social tagging, user voting, educational contexts, recommendations for use and learning communities. The contents are structured in different areas of knowledge and educational levels, from kindergarten to university.

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]]> Provincial Historical Archive of Cuenca https://historylab.es/provincial-historical-archive-of-cuenca/?utm_source=rss&utm_medium=rss&utm_campaign=provincial-historical-archive-of-cuenca Sat, 19 Feb 2022 16:34:17 +0000 https://historylab.es/2022/02/19/archivo-historico-provincial-de-cuenca/ Documentary holdings of the Provincial Historical Archive of Cuenca.

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]]> Possibility of guided tours with educational groups, to learn about all the documentation held in the Provincial Historical Archive of Cuenca. The focus is on the documents of the geographical territory of Cuenca in the Modern Age. The collection of Notarial and Judicial Protocols, among others, offer broad lines of research: family, social, political, economic and material history; history of art, history of institutions…

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]]> Grammar studies in the rural world? A dangerous choice for the enlightened https://historylab.es/grammar-studies-in-the-rural-world-a-dangerous-choice-for-the-enlightened/?utm_source=rss&utm_medium=rss&utm_campaign=grammar-studies-in-the-rural-world-a-dangerous-choice-for-the-enlightened Sat, 19 Feb 2022 16:33:29 +0000 https://historylab.es/2022/02/19/estudios-de-gramatica-en-el-mundo-rural-una-opcion-peligrosa-para-los-ilustrados/ Fragment reflecting the Enlightenment idea of educating the people, where, to this end, the creation of grammar schools in the rural world, which would serve as a source of training for poor and ignorant clerics, unproductive for society, should be prohibited

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]]> During the Modern Age, grammar schools were usually established in the most populated and important towns in Spain. These studies constituted the intermediate education between the first letters and the university. In the province of Extremadura, these schools were mainly established in the municipalities which were the heads of the district, as well as in some villages with more than 300 inhabitants, as established by law: Villa del Campo (370 inhabitants), Santa Marta (400) or Villanueva del Fresno (450). The resource shown here is a fragment of the research carried out by Carmen Solano Macías and Agustín Vivas Moreno (see “source”). The authors rescue a writing by the learned Juan José Alfranca y Castellote, visitor of the Llerena district and oidor of the Royal Court, on the social inconvenience of establishing grammar schools in rural environments. The main reason he argues against the social reproduction strategy that families had to ensure the future of their offspring and their lineage: the introduction of some sons into the clergy. To be ordained as a priest, one first had to study grammar and, later, under the title and patrimony of a chaplaincy or pious work, they reached the state of priesthood. According to Alfranca’s enlightened conception, this phenomenon was harmful to the host people in that it nourished them with unproductive and ignorant individuals.

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