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DOCUMENT RESUME ED 322 015 SO 020 302 AUTHOR McKernan, Jim, Ed. TITLE Irish Educational Studies, Vol. 8, Nos. 1 and 2, 1989. INSTITUTION Educational Studies Association of Ireland, Dublin. PUB DATE 89 NOTE 503p.; For volume 8, no. 2, see SO 020 303. For earlier issues, see ED 260 961-962, ED 248 187-188, ED 235 105, ED 292 696, and ED 292 747. AVAILABLE FROMBusiness Editor, Education Department, University College Dublin, Belfield, Ireland ($25.00). PUB TYPE Collected Works - Serials (022)-- Reports - Research /Technical (143) -- Books (010) JOURNAL CIT Irish Educational Studies; v8 n1-2 1989 EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Aesthetic Education; Art Education; Disabilities; Discipline; Educational Finance; *Educational History; *Educational Methods; *Educational Practices; Elementary Secondary Education; Foreign Countries; Interfaith Relations; Mainstreaming; Nationalism; Philosophy; Postsecondary Education; Religious Education IDENTIFIERS *Ireland; *Northern Ireland; USSR ABSTRACT The 14 papers that make up the first of two documents, focus on a variety of topics. John Marshall'spresidential address describes how educational psychological researchcan contribute to strategies of discipline in t>eclassroom. John Logan reports on a study to determine pupils' paeticipation inschooling in Ireland during the last century. Sean Griffinprovides a vivid case study of the Glasnevin Village Industrial ModelSchool 1847-1877. Sean Farren illuminates Catholic-Nationalist attitudesto education in Northern Ireland against the background of theestablishment of the new and independent Free State. John Turpinsketches a portrait of teaching painting at the Dublin MetropolitanSchool of Art and some of the educational politics of that particular institution during a period of transition. A contemporary historyof multi-denominational schooling is given by Pine Hyland. Margaret Libreri continues the theme of religious educationwith an analysis of rights and denominational schooling. DennisHainsworth discusses the notion of aesthetic education in the Soviet Union,and Patrick Costello argues the case of philosophy for primary schoolpupils. Desmond Swan provides a case study of the European Schools.Tom Power discusses the economics of educational planning, andJohn D'Arcy reports on an inquiry with probationer teachers. ConnieMcKernan and Ian Wells look at the integration of childrenwith special needs in Northern Ireland, and David McEwen and othersdiscuss a model for training adults with a wide range of mental handicaps. (Author/JB) IRISH EDUCATIONAL STUDIES Vol. 8 No. 1 1989 General Editor Dr. Jim McKernan, Education Department, University College, Dublin. In association with the Editorial Board Dr. Jim McKeman, Editor, University College, Dublin. Mr. Don Herron, Business Editor, St. John Bosco Boys N.S., Dublin. Professor John Coolahan, St. Patrick's College, Maynooth. Professor Donal Mulcahy, University College, Cork. Dr. John Marshall, University College, Galway. Dr. Denis O'Sullivan, University College, Cork. Mrs. Joan Harbison, Stranmillis College, Belfast. Dr. John Wilson, N.I. Council for Educational Research, Belfast. Professor Vincent Alan McClelland, University of Hull, England. Professor Hugh Sockett, George Mason University, U.S.A. Published by the Educational Studies Association of Ireland, Cumann Leann Oideachais na hEireann, Dublin, 1989. Copyright vested in contributors. Contents Notes on Contributors ii General Editor's Comment iii John Marshall Classroom Discipline: Contexts, 1 Assumptions and Techniques John Logan How Mary Pupils Went to School in the 23 Nineteenth Century? Sean Griffin The Glasnevin Experiment 1847 - .877: 37 A Case-study of Official and Religious Involvement in an Industrial Model School Sean N. Darren Catholic-Nationalist Attitudes to 56 Education in Northern Ireland, 1921-1947 John Turpin Problems in the Teaching of Painting 74 at the Dublin Metropolitan School of Art in Post-Independence Ireland Aine Hyland The Multi-Denominational Experience 89 in the National School System in Ireland Margaret A. Libreri Rights, Religious Education and 115 Denominational Schools Dennis Hainsworth Theory of Aesthetic Education in USSR 129 Patrick J.M.Costello When Reason Sleeps: Arguments for 146 the Introduction of Philosophy into Primary Schools Desmond Swan The European Schools - Tower of Babel 160 or Brave New World? Tom Power Planning for an Uncertain Future 180 John D'Arcy Listening to Probationers 197 Connie McKernan Integration in Omagh: Views in a 211 Ian Wells Special School and an rE College David McEwen Systematic Industrial Training for 219 Prank Joly Adults for a Wide Range of Mental Mary Byrne 'k, Handicap notes on Contributors Dr John Marshall is Lecturer in Education, University College Galway. A founder member-he was President of the Educational Studies Association of Ireland 1986- 1988. Mr John Logan is Lecturer in Education, Thomond College of Education, Plassey, Limerick. Mr Sean Griffin is a National School Teacher in Scoil Chiarain, Glasnevin, Dublin. Mr Sean Farren is Lecturer in Education, Faculty of Education, University of Ulster at Coleraine. Dr John Turpin is Professor at the National College of Art and Design, Dublin. Dr Aine Hyland is Lecturer in Education, Education Department, University College Dublin and is Vice- President of the Educational Studies Association of Ireland. Ms Margaret Libreri is a Primary Teacher in London anda postgraduate research student in Philosophy of Education. Dr Deunis Hainsworth is a Post-Primary Teacher at Coolmine Community School, County Dublin. Mr Patrick J.M. Costello is Lecturer in Education, Department of Educational Studies, University of Hull, England. Professor T. Desmond Swan is Head of Education, Faculty of Arts, University College Dublin, Bclfield, Dublin. Mr Tom Power is Registrar and Lecturer in Education, Thomond College of Education, Plassey, Limerick. Dr John D'Arcy is Research Fellow at the Northern Ireland Council for Educational Research, Queen's University, Belfast. Ms Connie McKernan was a Research Fellow at the NICER Research Unit. Dr Ian Wells is Senior Research Officer, vrthern Ireland Council for Educational Research, Queen's University of Belfast. Mr David McEwen and his co-research authors are with Hospitaller Order of St John of God, Drumcar, County Louth. ur EangralEditoraLonment In recent days, the Minister for Education in the Republic of Ireland, Mrs Mary O'Rourke, has announced that that National Institutes of Higher Education at Limerick and at Glasnevin are to be given university status. The ESAI welcomes this endorsement and wishes every success to these fine institutions of higher education. While the work of these universities in the main is more specialized and technological than the established universities we look forward to a new dialogue with the "new universities", particularly in terms of supporting educational researchprojects and partnerships. It seems to me that the task of the Editor will be increased now with the entering of even more theses in the Register of Theses On_Educational Tooics_In Universities in Ireland. It is not every day that any nation can boast a new university but to get two in one day must be some sort of record! Welcome aboard Limerick and Glasnevin!. For such a small nation as Ireland it is quite remarkable that such a broad range of educational studies, problems, and approaches emerge annually to fill the pages of Irish Educational Stmdies. I have always believed that the comprehensive range of interests, methodologies, and indeed, the characters, that make up the membership of the ESAI is a very potent community of discourse. Unlike many other Western nations we are not the prisoner of the "quantitative model of educational research' - -a brief glance at the table of contents of any volume of Educational Studies reveals a wide range of qualitative as well as quantitative styles of educational inquiry. We must protect, nurture and deferd these traditions. Educational research requires the use of multiple forms 6iii of inquiry: historical, philosophical, scientific, critical-interpretive, aesthetic and deliberative models provide us,with a rich set of principles of procedure for refining our own understanding and for inducting new researchers into the paradigms. Educational research is changing. No longer the preserve of academic and educational experts, the field extends an invitation to all who work in the profession to make a contribution. Indeed, it is the mark of a profesrion to conduct inquiry and to discuss results with colleagues. This year we are able to publish twenty-nine papers in Volume 8 - fourteen papers in No.1 and fifteen papers make up No. 2 of Irish Educational_Studies. Dr. John Marshall's Presidential Address focusses on a very practical matter--how educational psychological research can contribute to strategies of discipline in the classroom. The president's Address is followed by five papers by historical researchers: John Logan conducts a study to determine pupils participation in schooling in Ireland during the last century; Sean Griffin provides a vivid case study of the Glasnevin Village Industrial Model School 1847-1877 and the pupils, student teacher staff and Department of Education officials involved. Sean Farren of the University of Ulster illuminates Catholic- Nationalist attitudes to education in Northern Ireland against the background of the establishment of the new and independent Free State. Professor John Turpin sketches a portrait of
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