Para mas informacion sobre la difusion de la escuela lancasteriana en America Latina veanse, entre otros, el numero monografico <<Pluralizing Meanings: The Monitorial
System of Education in Latin America in the Early Nineteenth Century>>, de la revista Paedagogica Historica, vol.
CARUSO, Marcelo, "The Persistence of Educational Semantics: Patterns of Variation in Monitorial
Schooling in Colombia, 1821-1844", en Paedagogica Historica, Vol.
The discussion to follow is organized around separate assessments of the electoral, deliberative and monitorial
dimensions of democracy.
Built in St George's Fields in 1804 by the educationalist Joseph Lancaster (1778-1838), the School adopted radical ideas, notably the Madras monitorial
system where a select group of older boys were taught by one master, and they, in turn, taught the younger boys.
In 1805, New York instituted Monitorial
Schools, in which older students helped and tutored younger ones, the first examples of cooperative learning, and instrumental in teaching the colonists to interact and build community spirit--an early Edward Deming into Malcolm Baldrige model (Tanner and Tanner, 1990, pp.
In the early 1800s, Joseph Lancaster brought the Monitorial
System of Instruction to the United States.
Sin embargo, los recursos limitados tanto economicos, como de personal capacitado se transformo en uno de los principales escollos para que las elites dirigentes pudieran desarrollar su proyecto; esto en alguna medida explica, el aprecio con que las autoridades gubernamentales recibieron el monitorial
1 (1960) (tracing English educational development through charity schools, schools of industry, Sunday schools, monitorial
schools, private schools, ragged schools, grammar schools, public schools, etc.
Schools and Jeremy Bentham: The Origins of the Management Syndrome in Popular Education.
It is an ideal tool for Schudson's monitorial
citizen, because it gives just enough information to tell a reader whether he or she can relax or has a need to learn more.
In order to understand the major concerns in each of these policy phases, it is necessary to note that the argument about whether or not to train potential teachers, the use of the monitorial
system of teacher training where student teachers learn by observing more experienced colleagues at work in the classroom, attempts to involve universities in teacher education, the development of monotechnic colleges of education, the supply of teachers and the attempts of local and national government to determine the extent and nature of training for teachers can all be traced back to the 19th century (Dent, 1977).
Using "whole-class not monitorial
teaching methods, it employed visual aids and not rote learning, and above all, it did not resort to rewards and punishments to motivate the children.