La didáctica de las ciencias sociales en el pensamiento educativo de Andrés Manjón
DOI:
https://doi.org/10.30827/unes.i16.28366Keywords:
History, Geography, Specific teaching practices, Andrés Manjón, Manjonian pedagogyAbstract
Introduction: A hundred years after the passing of Andrés Manjón, aprofessor at the University of Granada, we assess his ideas on educationand evaluate his contributions to today’s teaching practice in SocialSciences
Method: A literature review of all sources available is conducted. Thecriteria used to evaluate these sources will be their suitability to thesubject of study. It will consist mainly of primary and secondary sources,along with other materials and publications. After careful examination ofthese, we establish a departure point, enumerate the limitations of theexisting views on this subject and discuss some secondary findings of ourresearch along with potential areas of conflict within the subject.
Results: Clarifying After the concept of specific teaching practices according toManjón has been given a clear definition, the results are classified intofive different categories: identified documentary sources, primary andsecondary; general criteria for teaching History and Geography that can beextracted from these sources; teaching techniques and strategies which canbe applied to such subjects. Transcriptions of D. Andrés’s own lessons areincluded along with adaptations made to these by some of his collaborators.
Conclusions: A synthesis of the results confirms the initial hypothesis:Some aspects of Manjón’s legacy remain valid today when it comes tospecific teaching practices. This is especially true for teaching andlearning of Geography and History in primary education. Lastly, somesuggestions for the improvement of teaching practices in Social Sciencesare put forward, along with some questions for future research.
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