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ERIC Number: EJ907520
Record Type: Journal
Publication Date: 2004-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0039-3746
How Should the History of Education Be Written? Some Reflections about the Nature of the Discipline from the Perspective of the Reception of Our Work
Depaepe, Marc
Studies in Philosophy and Education, v23 n5-6 p333-345 Sep 2004
How should history of education be written? To put the question is far more easier than to provide a concrete answer. In contemporary research, there continue to be pedagogistic complaints about finding answers to present-day educational problems via history. In our view, such an ahistorical utilitarianism as well as the legitimizing and/or mythologizing belief in a particular pedagogical system, in which the history of this field is so rich since the institutionalization of the discipline at the end of the nineteenth century, should be avoided at all costs. But the danger of presentism lurks around the corner as a sine qua non condition in any form of historical research. As can be found out via the comments on our own work, much of the criticism goes back to old conceptions of the discipline, conceived as "historical pedagogy" rather than as history of education. Apparently, in the field of pedagogy people are still convinced that the history of education, even if it does not provide edifying examples and useful lessons, must in any case have a training value for professionals--which in the light of modern, advanced research is rather a difficult idea to defend.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A