Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom. Sobe, N. W. Educational Theory, 54(3):281–297, 2004. ![Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines attention as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glasswalled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. – ERIC
@article{sobe_challenging_2004,
title = {Challenging the {Gaze}: {The} {Subject} of {Attention} and a 1915 {Montessori} {Demonstration} {Classroom}},
volume = {54},
copyright = {Under Copyright},
url = {https://sci-hub.st/10.1111/j.0013-2004.2004.00020.x},
doi = {https://doi.org/10.1111/j.0013-2004.2004.00020.x},
abstract = {The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines attention as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glasswalled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. -- ERIC},
language = {eng},
number = {3},
journal = {Educational Theory},
author = {Sobe, Noah W.},
year = {2004},
pages = {281--297}
}
Downloads: 0
{"_id":"sKmfP2oc6pLeEmBcB","bibbaseid":"sobe-challengingthegazethesubjectofattentionanda1915montessoridemonstrationclassroom-2004","authorIDs":[],"author_short":["Sobe, N. W."],"bibdata":{"bibtype":"article","type":"article","title":"Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom","volume":"54","copyright":"Under Copyright","url":"https://sci-hub.st/10.1111/j.0013-2004.2004.00020.x","doi":"https://doi.org/10.1111/j.0013-2004.2004.00020.x","abstract":"The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines attention as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glasswalled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. – ERIC","language":"eng","number":"3","journal":"Educational Theory","author":[{"propositions":[],"lastnames":["Sobe"],"firstnames":["Noah","W."],"suffixes":[]}],"year":"2004","pages":"281–297","bibtex":"@article{sobe_challenging_2004,\n\ttitle = {Challenging the {Gaze}: {The} {Subject} of {Attention} and a 1915 {Montessori} {Demonstration} {Classroom}},\n\tvolume = {54},\n\tcopyright = {Under Copyright},\n\turl = {https://sci-hub.st/10.1111/j.0013-2004.2004.00020.x},\n\tdoi = {https://doi.org/10.1111/j.0013-2004.2004.00020.x},\n\tabstract = {The child's attention, how this attention is reasoned about, and how attention works as a surface for pedagogical intervention are central to understanding modern schooling. This article examines attention as an object of knowledge related to the organization and management of individuals. I address what we might learn about attention by studying one specific Montessori classroom, the glasswalled public demonstration set up at the 1915 San Francisco World's Fair. The pedagogy of attention on display and the spectatorship of the classroom provide an opportunity to rethink how power and subjectivity play in the formation of human attractions. I argue that thinking through Montessori offers important and relevant suggestions for present-day examinations of attention. The 1915 demonstration classroom can help us theorize the relation of attention to normalizing and governmentalizing practices. This specific study of how attention operates in one locale has implications for tactile learning theories and for the analytics of power to be used in studies of attention. -- ERIC},\n\tlanguage = {eng},\n\tnumber = {3},\n\tjournal = {Educational Theory},\n\tauthor = {Sobe, Noah W.},\n\tyear = {2004},\n\tpages = {281--297}\n}\n\n","author_short":["Sobe, N. W."],"key":"sobe_challenging_2004","id":"sobe_challenging_2004","bibbaseid":"sobe-challengingthegazethesubjectofattentionanda1915montessoridemonstrationclassroom-2004","role":"author","urls":{"Paper":"https://sci-hub.st/10.1111/j.0013-2004.2004.00020.x"},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://gmn-documents.s3.amazonaws.com/montessori-bibliography/Montessori-Bibliography_current.bib","creationDate":"2020-06-12T20:02:52.078Z","downloads":0,"keywords":[],"search_terms":["challenging","gaze","subject","attention","1915","montessori","demonstration","classroom","sobe"],"title":"Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom","year":2004,"dataSources":["q3AhBc72gnjBRPbyB","dnQMfjQ7Yp4Aq7kc6"]}