Inaugurated in 2013, this collective research programme aims to construct an international mapping of the history of education that accounts for recent developments in the field. Our goal is to create a current and retrospective assessment of the discipline's institutional grounding and of the knowledge produced by its practitioners,…

The debate on knowledge in New Education is generally dominated by two opposed Anglo-Saxon positions held by Dewey and Thorndike. This paper presents another line of division. Claparede and Vygotsky, two representative European figures of New Education are both scientists constructing a theory of psychological functioning, and heavily engaged in…

In the first decades of the twentieth century, it was the turn of the reformist movements themselves to become institutionalised to make their voices better heard, to test their theories, to promote their pedagogic doctrines: through editorial vehicles, social and scientific events, associative networks and movements. Beyond this diversity there…