Qualification and selection in the early modern period. A graduate study on pupils from Westphalian high schools 1588-1779.

近代早期的资格和选择。

• 批准号: 448579209
• 负责人: Professorin Dr. Stephanie Hellekamps
• 金额: --
• 依托单位: Arbeitsbereich Schulpädagogik / Schul- und Unterrichtsforschung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2020
• 资助国家: 德国
• 起止时间: 2019-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/448579209?language=en
• 关键词: Qualification; selection; early; modern; period.

It is common knowledge that the early modern period was an era of social inequality. The social structure of society determined the life chances of the individual to a considerable extent. At the same time, the courses and professional careers of individual scholars show that the parentage from unfavorable conditions did not have to exclude a high school and an academic career. However, the connection between social background, educational success and professional career has not yet been sufficiently clarified for the many unknown graduates of early modern education. The project starts here and examines the degree of dependency of school and professional success or failure of Westphalian high school students on their social status. First of all, a repertory of the graduates of the Catholic high schools in Münster and Coesfeld, the Lutheran high schools in Dortmund and Soest and the reformed high schools in Hamm and Steinfurt 1588-1779 will be created.The school is a place where social permeability can be shown, provided that entry into and progress in the education system is no longer based on status and privilege, but rather that entitlements and accesses are linked to the criterion of personal suitability and performance. With the help of our prosopographic data collected in several previous projects, we want to calculate the proportion of resilient students in the classes at the six schools (grades I-V) and in the upper-level courses in philosophy and theology of these high schools (except for Coesfeld, which had no upper level). So the question is asked about those pupils whose unfavorable conditions (due to the poverty and / or lack of education of their parents) would not lead them to expect to go to high school. The reconstruction of the educational courses and careers of the pupils also includes the determination of the professional activities carried out after their school career and / or after their studies. A longitudinal examination of the whereabouts of the pupils should determine the performance of the school for their professional career. The social gradient, which measures the dependence of educational success on social background, is to be comparatively calculated.The empirically supported study should finally provide information about a (possible) modernization of the school system in a society that is not stratified according to the performance principle. It is asked to what extent the performance principle may have gradually come into effect in early modern school. The practices of transfer at the Paulinum grammar school between 1636 and 1647 are examined in a close-up, so to speak, by evaluating the lists of students and grades that were handed down. The extent to which the pupils were assessed and transferred according to their performance will be explained.

众所周知，近代早期是一个社会不平等的时代。社会的社会结构在很大程度上决定了个人的生活机会。与此同时，个别学者的课程和职业生涯表明，不利条件的父母并不一定要排除高中和学术生涯。然而，对于许多不知名的早期现代教育毕业生来说，社会背景、教育成就和职业生涯之间的联系还没有得到充分的澄清。该项目从这里开始，研究威斯特伐利亚高中学生在学校和职业上的成功或失败对其社会地位的依赖程度。首先，将在1588年至1779年期间，制作出由梅恩斯特和科斯菲尔德的天主教高中、多特蒙德和苏斯特的路德高中、哈姆和施泰因富特的改革高中毕业的学生组成的歌舞团。学校是一个可以显示社会渗透性的地方，前提是进入和进步的教育系统不再基于地位和特权，而是权利和机会与个人适合性和表现的标准联系在一起。借助我们在之前几个项目中收集的剖面数据，我们想要计算出六所学校（I-V年级）的班级以及这些高中的哲学和神学高级课程（Coesfeld除外，没有高级课程）中弹性学生的比例。所以这个问题是关于那些不利的条件（由于他们的父母的贫穷和/或缺乏教育）不会导致他们期望上高中的学生。重建学生的教育课程和职业生涯还包括确定他们在学校生涯和/或学业结束后开展的专业活动。对学生去向的纵向调查应该能决定学校对他们职业生涯的表现。衡量教育成功对社会背景的依赖程度的社会梯度需要进行比较计算。经验支持的研究应该最终提供关于在一个不根据绩效原则分层的社会中学校系统（可能的）现代化的信息。在早期现代学校中，表现原则可能在多大程度上逐渐发挥作用。1636年至1647年间，保利姆文法学校的转学实践被近距离地考察，也就是说，通过评估学生名单和转学成绩。根据学生的表现对他们进行评估和转移的程度将被解释。