901 resultados para Animal magnetism.


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This article elaborates the impact that crises of authority provoked by animal magnetism, mesmerism, and hypnosis in the 19th century had for field formation in American education. Four layers of analysis elucidate how curriculum history’s repetitive focus on public school policy and classroom practice became possible. First, the article surveys external conditions of possibility for the enactment of compulsory public schooling. Second, “internal” conditions of possibility for the formation of educational objects (e.g., types of children) are documented via the processes of différance that were generated from within the experiences of confinement. Third, the article maps how these were interpenetrated by animal magnetic debates that were lustered and planished in education’s emerging field, including impact upon behavior management practices, the contouring of expertise and authority, the role of Will in intelligence testing and child development theories, and the redefinition of public and private. Last, the article examines implications for curriculum history, whether policy- or practice-oriented, especially around the question of influence, the theorization of child mind, and philosophies of Being.

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Published anonymously.

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Includes letter from Dr. Brigham to Mr. stone requesting an account of the experiments in animal magnetism, Mr. Stone's reply, and an appendix containing "statements copied from the Appendix to Hartshorne's [sic] recent edition of Deleuze."

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Attribution on t.-p. to a committee of the Medical section of the French Royal academy of sciences incorrect.

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Publisher's advertisements for "Approved school books" on p. [4] of cover.

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Paged continuously.

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Mode of access: Internet.

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With: Observations sur le magnétisme animal / par M. D'Eslon. A Londres et se trouve a Carlsrouhe : Chez Michel Maklot, 1781.

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Title vignette; head- and tailpieces; initials.