Thinking with pictures: memory, imagination, and colour illustration in Victorian teaching and learning.
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| Title: | Thinking with pictures: memory, imagination, and colour illustration in Victorian teaching and learning. |
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| Authors: | Korda, Andrea1 (AUTHOR) korda@ualberta.ca |
| Source: | Paedagogica Historica. Jun2020, Vol. 56 Issue 3, p269-292. 24p. 9 Color Photographs. |
| Subject Terms: | *Rote learning, *History of education, Illustrated books, Illustrated children's books, History of printing, Victorian Period, Great Britain, 1837-1901 |
| People: | Comenius, Johann Amos, 1592-1670, Sully, James |
| Abstract: | Through a close reading of five nineteenth-century instructional books in the Osborne Collection of Early Children's Books, this essay examines the relationship between new print technologies, memory, teaching, and learning. The article beings with a discussion of Comenius's seventeenth-century Orbis Pictus, considered the first instructional picture book, in order to provide a brief overview of print technologies and their relationship to changing ideas about memory in teaching and learning. This is followed by analyses of two examples of hand-coloured books and three books illustrated by chromolithography, all from the Osborne Collection and published between 1857 and 1887. Reading the books alongside selected texts in educational psychology, the essay demonstrates the role that images could play in revising and transforming information imparted by books and teachers in order to provide opportunities for imaginative interpretation. This essay shows that pictures can indeed offer valuable evidence of historical pedagogical practices when pictures are used as "objects to think with". [ABSTRACT FROM AUTHOR] |
| Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Through a close reading of five nineteenth-century instructional books in the Osborne Collection of Early Children's Books, this essay examines the relationship between new print technologies, memory, teaching, and learning. The article beings with a discussion of Comenius's seventeenth-century Orbis Pictus, considered the first instructional picture book, in order to provide a brief overview of print technologies and their relationship to changing ideas about memory in teaching and learning. This is followed by analyses of two examples of hand-coloured books and three books illustrated by chromolithography, all from the Osborne Collection and published between 1857 and 1887. Reading the books alongside selected texts in educational psychology, the essay demonstrates the role that images could play in revising and transforming information imparted by books and teachers in order to provide opportunities for imaginative interpretation. This essay shows that pictures can indeed offer valuable evidence of historical pedagogical practices when pictures are used as "objects to think with". [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00309230 |
| DOI: | 10.1080/00309230.2018.1550520 |
