The Establishment of the Standard History of Philosophy of Education and Suppressed Traditions of Education

Autor/in	Trohler, Daniel
Titel	The Establishment of the Standard History of Philosophy of Education and Suppressed Traditions of Education
Quelle	In: Studies in Philosophy and Education, 23 (2004) 5-6, S.367-391 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-004-4450-3
Schlagwörter	Foreign Countries; Historiography; Educational History; Teacher Education; Context Effect; Political Attitudes; Citizenship; Methods; Educational Philosophy; Educational Trends; Role of Education; Educational Environment; Politics of Education; Historical Interpretation; Protestants; Role of Religion; Nationalism; Bias; France; Germany; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Geschichtsschreibung; History of education; Bildungsgeschichte; Lehrerausbildung; Lehrerbildung; Political attitude; Politische Einstellung; Staatsbürgerschaft; Method; Methode; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Bildungsauftrag; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Bildungspolitik; Historische Interpretation; Protestantism; Protestantismus; Nationalismus; Frankreich; Deutschland; USA
Abstract	History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of "one" history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the "good citizen" that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10