[논문]When Science Met People Through Education: the Mechanics' Institute Movement in the 19th Century Britain

Song, Jin-Woong

doi:10.14697/jkase.2012.32.3.541

When Science Met People Through Education: the Mechanics' Institute Movement in the 19th Century Britain 원문보기

한국과학교육학회지 = Journal of the Korean association for science education, v.32 no.3, 2012년, pp.541 - 554

Song, Jin-Woong (Seoul National University)

Abstract ▼ AI-Helper

With an emphasis on scientific literary, science education has again became closer to the interests and needs of people and sometimes expands its scope beyond the boundaries of school and the curriculum. Science educators often claim that its historical roots can be traced back to the movements of General Science and Science and Citizenship during the 1920s-40s. This study attempts to re-interpret the historical meanings of the Mechanics' Institute Movement (MIM) from the perspectives of science education. In doing so, this study first introduces the process of the emergence of MIM with a focus on its founder, George Birkbeck, and the Andersonian Institute where evening science classes began to be open to skilled workers. Then the overview of MIM is described, with examples drawn from the London Mechanics' Institute and the Manchester Mechanics' Institute. In discussing science teaching of MIM, the details taken from various mechanics' institutions are examined in terms of why, what, and how to teach sciences. This study argues that the MIM was a unique social phenomenon in which science could respond to the needs of skilled workers through education, providing science learning opportunities which were otherwise unavailable and that the MIM shared many similarities with current practice of science education, moving towards a wider career perspectives, cross-subject, community-based, and informed citizenship.

주제어

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문제 정의

Hodgen, 1925; Tylecote, 1957; Inkster, 1976; Laurent, 1984; Kelly, 1992). Since the details of George Birkbeck (i.e. Godard, 1884; Kelly, 1957) and of the MIM (e.g. Hudson, 1851; Hole, 1853) are well-documented elsewhere, the main focus of this study has been on how to understand the MIM from the perspectives of science education. So far, studies of science education, even those that deal with its history, have not attempted to include the works of Birkbeck and the MIM (e.
This society was formed for the purpose of enabling Mechanics and Artisans of whatever trade may be, to become acquainted with such branches of science as are of practical application in the exercise of that trade, that they may possess a more thorough knowledge of their business, acquire a greater degree of skill in the practice of it, and be qualified to make improvements and even new inventions in the Arts which they respectively profess. It is not intended to teach the trade of the Machine Maker, the Dyer, the Carpenter, the Mason, or any other practical business, but there is no Art which does not depend, more or less on scientific principles, and to search what these are, and to point out their practical application, will form the chief objects of this institution.

가설 설정

I behold, through every disadvantage of circumstance and appearance, such strong indications of the existence of unquenchable spirit, and such emanations from ‘the heaven lighted lamp in man’, that the question was forced upon me, Why are these minds left without the means of obtaining that knowledge which they so ardently desire, and why are the avenues of science barred against them because they are poor?

제안 방법

This study attempts to re-interpret the historical meanings of the Mechanics' Institute Movement (hereafter MIM), which flourished during the first half of the 19th century in Britain and opened the door of science to the working class, as the first major case in which science met the needs of people particularly through the form of education.
When he instructed workmen how to make his needed apparatus, he was struck by the zeal with which they listened to his directions and with the ‘intelligent curiosity’ they showed in the working of a modern centrifugal pump.

대상 데이터

He then invited some of them to attend his lectures. His first class began with 70 students. The number of the students soon rose to over 400, thus he had to give his lectures in separate classes in a building known as Anderson's Institute.
The large room of the Crown and Anchor Tavern, one of the very largest in the Metropolis, was engaged for the occasion, and at the time appointed for taking the chair, it was completely filled. It was said to hold 2,500 persons; certainly more than 2,000 were present.
The number of the students soon rose to over 400, thus he had to give his lectures in separate classes in a building known as Anderson's Institute.

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