Periodisation in historical approaches to comparative education: Some considerations from the examples of Germany and England and Wales
01 Sep 1994-British Journal of Educational Studies (Taylor & Francis Group)-Vol. 42, Iss: 3, pp 261-272
TL;DR: The authors examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries, and proposes a method to deal with the problem.
Abstract: This paper examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries.
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TL;DR: In this paper, the authors describe how lifelong learning has emerged as the central strategy in EU education and training policy, and provide a closer look at the EU's underlying concept of lifelong learning and its objectives.
Abstract: Lifelong learning has become a (still) increasingly popular slogan in the field of EU educational policy. Embedded in an international and historical account of the discourse on lifelong learning since the 1970s, this paper describes how lifelong learning has emerged as the central strategy in EU education and training policy, and provides a closer look at the EU’s underlying concept of lifelong learning and its objectives. Based on these illustrations, it provides some critical thoughts on the EU’s use of the term lifelong learning and its lifelong learning principles. Within this context, it calls for cautiousness: is lifelong learning just used as a powerful label, i.e. an elastic concept tailorable to any needs, or is it underpinned by a solid, comprehensive concept and strategy of lifelong learning? Following this line of argumentation, this paper also sets the EU’s lifelong learning policies in the broader light of the highly debated EU convergence policy in the field of education and training.
289 citations
Cites background from "Periodisation in historical approac..."
...Nevertheless, it must be borne in mind that it might be accompanied by certain pitfalls (see Phillips, 1994)....
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TL;DR: In this paper, the authors examined the ways in which EU education and training policies have developed over time, focusing on their legal basis, underlying principles, main forms of implementation and their impact on national education systems.
Abstract: This paper investigates European Union (EU) education and training policies in the light of the evolving Lisbon agenda on improving the competitiveness of the EU. It examines the ways in which EU policies have developed over time, focusing on their legal basis, underlying principles, main forms of implementation and their impact on national education and training systems. The paper argues that, in the wake of the Lisbon agenda, the legal basis for EU activities has been substantially extended by intergovernmental agreements. The discourse on the concept of economic competitiveness has changed the formulation of new EU policies in education and training, exemplified by a strong emphasis on educational indicators, benchmarks and quality controls. This has resulted in a new wave of EU initiatives in the field, sometimes updating or recycling activities that had not been successful in the past. The slow progress regarding the Lisbon goals for education and training seems to indicate, however, that the impact ...
125 citations
Cites background from "Periodisation in historical approac..."
...For the pitfalls of historical periodization in comparative education see Phillips (1994)....
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TL;DR: The authors identified OECD's shifting agendas and approaches to education since inception and distinguishes three time periods Each of these periods reflects shifting geopolitical and economic rea cientities and shifts in education.
Abstract: This paper identifies OECD's shifting agendas and approaches to education since inception and distinguishes three time periods Each of these periods reflects shifting geopolitical and economic rea
34 citations
TL;DR: The authors examined the synergy between a long established discipline, geography, and the younger discipline of educational studies, especially its component, comparative education, and argued the value of a more sophisticated perception of the spatial dimension of educational activity and provision.
Abstract: This article examines the synergy between a long established discipline, geography, and the younger discipline of educational studies, especially its component, comparative education. Although this synergy was recognised by the founding father of comparative education, Michael Sadler, and one of his principal followers, George Bereday, the geography of education has yet to take its place alongside the other foundations of education. Possible reasons for this will be examined as well as the literature of the geography of education as it has slowly developed over the last 40 years.Since the majority of that literature has come from British academics,others have been excluded from this account due to constraints of space but it can be mentioned here that there have been significant inputs from European geographers, especially Peter Meusberger. Throughout, the value of a more sophisticated perception of the spatial dimension of educational activity and provision will be argued, especially in relation to compa...
25 citations
Cites background from "Periodisation in historical approac..."
...As with the spatial scale, the temporal scale has been little discussed in comparative education, though an important contribution was made by Phillips (1994, 2002) in terms of ‘periodisation’....
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TL;DR: The authors developed the arguments in a previous paper on periodisation in comparative historical contexts by the same author in BJES (vol.42, no.3, September 1994, pp. 261 and272).
Abstract: This paper develops the arguments in a previous paper on periodisation in comparative historical contexts by the same author in BJES (vol.42, no.3, September 1994, pp. 261–272).
23 citations
Cites background or methods from "Periodisation in historical approac..."
...In an earlier paper in BJES (Phillips, 1994) I attempted to describe some dilemmas in determining historical periods and in making comparisons in education between countries over time, using the examples of England and Germany during the time span that has elapsed since the end of the Second World…...
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...In an earlier paper in BJES (Phillips, 1994) I attempted to describe some dilemmas in determining historical periods and in making comparisons in education between countries over time, using the examples of England and Germany during the time span that has elapsed since the end of the Second World War....
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...Let us now return to the three aspects of periodisation I identified in my earlier paper in BJES ....
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...…debate and concerted action 1988- Education Reform Act and after Table 3: Germany and England and Wales – Comparative Educational Periodisation, 1944/45 → (Phillips, 1994) Germany and England and Wales 1944/5–59: Reconstruction 1959–65: Consolidation 1965-mid 1970s: Expansion Mid-1970s-late…...
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...(Phillips, 1994, p. 270) Although there were arguments that could be used to justify the identification of some key educational dates in the two countries – for Germany 1949, 1959, 1965, 1973, 1990; for England 1944, 1965, 1988 – when it came to juxtaposition of possible periods, I tended to drift…...
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References
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TL;DR: The 40th anniversary edition of What is History? by R.J.Carr and E.H.Evans was published in 1989 as mentioned in this paper. But it is not available in the UK.
Abstract: Introduction to the 40th Anniversary Edition R.J.Evans Introductory Note Preface to Second Edition The Historian and His Facts Society and the Individual History, Science and Morality Causation in History History as Progress The Widening Horizon From E.H.Carr's Files: Notes Towards a Second Edition of What is History? by R.W.Davies Index
1,422 citations
Book•
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01 Jan 1961
TL;DR: The 40th anniversary edition of What is History? by R.J.Carr and E.H.Evans was published in 1989 as discussed by the authors. But it is not available in the UK.
Abstract: Introduction to the 40th Anniversary Edition R.J.Evans Introductory Note Preface to Second Edition The Historian and His Facts Society and the Individual History, Science and Morality Causation in History History as Progress The Widening Horizon From E.H.Carr's Files: Notes Towards a Second Edition of What is History? by R.W.Davies Index
1,413 citations
Book•
01 Jan 1970
TL;DR: In this paper, the development of historical studies to the end of the Nineteenth Century and the development in historical studies in the Twentieth Century is discussed. But the focus is on the writing of history and not the historical sources.
Abstract: Preface - Justifications and Definitions - The Development of Historical Studies to the End of the Nineteenth Century - The Development of Historical Studies: The Twentieth Century - The Place of Theory: History, Science and Social Science - The Historian at Work: Historical Facts and Historical Sources - The Historian at Work: The Writing of History - History, Philosophy and Interdisciplinary Studies - Controversy in History - Conclusion: The Nature and Profession of History - Appendix A: Examples of Aims and Objectives - Appendix B: Some Aphorisms - Appendix C: Glossary - Bibliography - Index
270 citations
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TL;DR: The Histoire des approches du temps as mentioned in this paper is a collection of approches to the nature of the temps, and it can be seen as a kind of history.
Abstract: Ce que tout historien devrait savoir de sa matiere premiere, le temps, qu'il interroge rarement, et des instruments conceptuels qui lui permettent de le penser, qu'il suppose trop souvent, et a tort, naturels : ainsi pourrait-on definir l'ambition et la fonction de ce livre.
Evenement, cycle, structure : autant de categories fondamentales, autant de mises en ordre du temps, qui ont elles-memes une histoire. Elle est ici ressaisie de concert avec l'histoire la plus concrete de la mesure du temps, comme avec l'histoire la plus abstraite de la reflexion sur la nature du temps. Histoire totale, donc, embrassant aussi bien la Critique de la raison pure que la diversite des calendriers, la production des montres, les effets de la decouverte des elements radioactifs ou les incidences du travail de nuit.
L'histoire des approches du temps ne se separe pas enfin d'une interrogation sur le temps meme. Le temps n'est pas un, mais plusieurs, est-il demontre. Tantot continu, tantot discret, qualitatif ou quantitatif, cyclique ou lineaire : nous le vivons eclate et contradictoire. La multiplicite de ses registres, de ses faces et de ses strates est irreductible. L'essence du temps, c'est qu'il n'y a que des temps.
129 citations