Ilustración - History Lab

Modern History in the Movies

ad_hlab_min — Sat, 19 Feb 2022 16:34:41 +0000

In 1997 the Department of History at Fordham University in New York City created a web repository as a result of The Internet History Sourcebooks Project with access to a wide variety of historical texts and primary sources of documentation, whose purpose is to bring young students closer to the knowledge of the basic sources for the study of history. The website allows users to navigate through its contents in a simple and quick way. Each user can access the main blocks of the site by means of subject indexes at the top of each tab. In this case, we highlight the Modern History in the Movies section, where we will have access to numerous references to cinematographic works that deal with the Modern Era

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The 18th century in Aragon

ad_hlab_min — Sat, 19 Feb 2022 16:34:41 +0000

The Gran Enciclopedia Aragonesa (GEA) was first published in 1981, directed by Eloy Fernández Clemente. At the end of 2002, the digitalisation of its contents began and in 2003 the first version of the GEA Online was launched, with the collaboration of the Departments of Education and Science and Technology of the Government of Aragon. We access here to the History section of the Gran Enciclopedia Aragonesa (GEA) online, to focus on the political, social, economic and cultural characteristics of the 18th century in Aragon. The topics are organised into blocks, some of them being: the Bourbons and the War of Succession, the promulgation of the Nueva Planta Treaties, the emergence of the Aragonese party around the figure of the Count of Aranda, the Aragonese Enlightenment, Baroque art, the struggle between the bourgeoisie and the nobility or the life of the most disadvantaged. In addition, the encyclopaedia contains some didactic sections such as revision tests, timelines, etc.

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Concept map. The Ancient Regime

ad_hlab_min — Sat, 19 Feb 2022 16:34:35 +0000

The materials included in this website are aimed at students of Secondary Education and Baccalaureate with the intention of complementing face-to-face classes. This portal is currently under development and, therefore, maintains a dynamic structure that allows for the expansion of content. Among the many resources offered on this portal, we can find maps, timelines, concept maps, diagrams, audiovisuals, interactive exercises and a glossary of terms. In this case, access is offered to a conceptual map on the definition of the concept of Ancien Régime and the set of characteristics and socio-cultural, economic and political elements that make it up. In turn, the map contains direct links to other terms and concepts, so that knowledge of other cross-cutting elements of the topic in question can be further reinforced.

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Collection “Cartes” (Maps) from the digital repository “Gallica” of the Bibliothèque Nationale de France (BNF), France section, 18th century

ad_hlab_min — Sat, 19 Feb 2022 16:34:17 +0000

Collection “Cartes” (Maps) from the digital repository “Gallica” of the Bibliothèque Nationale de France (BNF), France section, 18th century

The post Collection “Cartes” (Maps) from the digital repository “Gallica” of the Bibliothèque Nationale de France (BNF), France section, 18th century first appeared on History Lab.

Complete library of education orinstructions for young ladies

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

In the 18th century, education became a subject of enormous importance. The advent of the Enlightenment led to a wide dissemination of scientific publications, welcoming other platforms that had hitherto been developing underground, such as societies of scholars who exchanged correspondence. This preoccupation with education and knowledge included women who were also concerned about the state of women’s education at the time. Writers and educators such as Mme Le Prince de Beaumont advocated a female education that would bring women up to the level of knowledge of men. She strongly criticised the disregard for women’s aptitudes and argued that women had intellectual capacities that should be exercised. These publications were of great importance in France and England, and her writings were translated and spread to other places such as Spain. This was a moment of great importance in which women’s writings were beginning to gain importance. A few years after the death of Mme Le Prince de Beaumont, the French Revolution broke out and in 1799 Olympe presented the Declaration of the Rights of Women and of the Citizen.

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Study course for the instruction of the Prince of Parma

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

The Abbé Condillac was a leading figure of the Enlightenment. Trained for a religious life, he did not take the habit and completed his education in science and pedagogy. His active academic life led him to be presented as preceptor to the nephew of Louis XV in Parma. There he wrote his 13-volume publication entitled “Cours d’études pour l’instruction du Prince de Parme” in which he was to train the young monarch. His enormous interest in pedagogy enabled him to present a method that he himself pointed out as novel and relevant for training the prince. In this case, the fragment highlights his empiricist side, where he calls on the prince to know things through experience in order to obtain true knowledge of things as opposed to already established systems. The structure of his publication also draws from another great preceptor, the abbé Fénelon, who had trained the grandsons of Louis XIV and the dauphin of France.

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On personal desirability in civil society

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

In this fragment of the text “De la desigualdad personal en la sociedad civil”, Ramón Campos criticises the very ancient character that noble lineages procure. This type of affirmation derives from the enlightened profile of the author in question, in addition to his partisanship for the bourgeois profile which is capable of generating wealth as opposed to the concept of rent. The figure of Ramón Campos as a Spanish ilustrado is still being discovered, and as Santiago Lorenzo García states, we still need a comprehensive work that deals with his work as a whole. It is one facet of many others of this Spanish Enlightenment thought, often categorised as “second-rate Enlightenment”, following the aforementioned author, a statement which is, however, imprecise and incomplete, given the complex profile of the Spanish Enlightenment figures and the difficulty of categorising them.

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Grammar studies in the rural world? A dangerous choice for the enlightened

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

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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Directorate of parents of orphans and superintendents of schools of the Kingdom of Navarre

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

The 18th century saw the consolidation of the Enlightenment as the hegemonic paradigm of knowledge. The strength of this ideology, together with the consolidation of the European monarchies, led to a pact between the enlightened and the monarchs. This gave rise to what was known as enlightened despotism, which, as the motto went, consisted of doing “everything for the people, but without the people”. The education of the population was one of the points most insisted on by the Enlightenment reformers, who wanted to give the population a utilitarian education. They thus promoted projects to establish primary schools with the aim of making the population literate, under the maxim that an educated and trained people would favour progress and the formation of a political society of a “republican” character. In this fragment, Tomás Virto de Vera denounces the obstacles to the establishment of compulsory schooling, something that was attempted in much of Europe, which does not deny the resistance and complications that these initiatives encountered. In this case, the main social and economic impediments to the introduction of schooling are depicted, as minors were employed to help support the precarious family economies of the working classes. In other cases, schooling was simply not considered to be of value in the children’s future.

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Education in the periodical papers of the Spanish Enlightenment

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

This is a fragment of great importance in which Carmen Labrador Herráiz and Juan Carlos de Pablos Ramírez clarify the nature of the Enlightenment movement, putting its emergence in context and denying the aura of exclusivity that has always been given to it with respect to previous knowledge. It is very common in historical interpretation to exaggerate certain changing junctures, presenting the era that is closing with respect to the one that is opening as an absolute contrast. This occurs, for example, when modern history is contrasted with medieval history, the earlier age being understood as a dark period rather than an epoch of transition to the next. Similarly, the enlightened man was heir to previous educational paradigms, and in many cases all that had been done was to secularise the inherited knowledge. Likewise, great care must be taken when pinning down the character of the Enlightenment movement, for it must not be lost sight of the fact that it was only elitist in scope.

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