Tracking the educationalization of the world: Prospects for an emancipated history of education

doi:10.14507/EPAA.26.3286

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Tracking the educationalization of the world: Prospects for an emancipated history of education

Journal Article•DOI•

Tracking the educationalization of the world: Prospects for an emancipated history of education

19 Feb 2018-Education Policy Analysis Archives (College of Education University of South Florida)-Vol. 26, Iss: 1, pp 21

TL;DR: The authors reconstructs the rise, the national differentiations and the decline of the genre history of education and outlines subsequently what the history education could mean if it emancipated itself from the conditions that led to its emergence, religion and nationalism.

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Abstract: This article reconstructs the rise, the national differentiations and the decline of the genre history of education and outlines subsequently what the history of education could mean if it emancipated itself from the conditions that led to its emergence, religion and nationalism – conditions, that, nota bene, are by no means as dominant as they once were.

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Journal Article•DOI•

Trust in numbers: The pursuit of objectivity in science and public life

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J. Rosser Matthews

01 Jul 1996-Journal of The History of The Behavioral Sciences

522 citations

Journal Article•DOI•

The Entanglement of Nation and Epistemology: Glances into the Backyard of Academic Dignity

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Stephanie Fox

17 Dec 2020-Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje

TL;DR: In this paper, the authors address the phenomenon of "national epistemologies" that areunderstood as particular ways to think about the world, both enabled and restricted by national(ist) ideologies as cultural thesis about distinct commonality and togetherness.

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Abstract: This article addresses the phenomenon of ‘national epistemologies’ that areunderstood as particular ways to think about the world, both enabled and restrictedby national(ist) ideologies as cultural thesis about distinct commonality andtogetherness. With regard to methodology, the article describes on a general levelhow these ‘national epistemologies’ can be identified and particularly how theirdevelopment as nationally idiosyncratic ways of conceptualizing and conductingresearch can be explained, taking the academic field of education as an example. Theexistence of such distinct national research thought styles can be detected, at leastin the West: in the United States, in France, in England and in Germany. Thereby,imperial aspirations of these nationally connoted and configured phenomena cometo the fore, indicating their efforts of spreading from epistemologically strongernation(-state)s into weaker ones in the way of ‘travelling ideas’. Starting from thethought style represented by German Idealism, two major reasons or purposes forthese travels can be distinguished: One ‘by invitation’ and one ‘as occupation’, asrepresented by the case of Austria.Key words: Austria; education research; national epistemologies; nationalism;travelling ideas.

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15 citations

Cites background from "Tracking the educationalization of ..."

...As Tröhler (2017) argues, it is both nation and religion that frame the different ways of reasoning, and so it is all the more remarkable that all of those nation(-state)s that indeed have developed a unique national epistemology are not mainly Catholic but more of any Protestant denomination;…...
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Book Chapter•DOI•

The formation and workings of a global education governing complex

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Christian Ydesen

19 Dec 2019

TL;DR: The authors argues that an OECD-centered global education governing complex is characterized by an historical trajectory going back to World War II and shaped during the bipolar world order of the Cold War, distinct ideological components about capitalist economics pursuing economic growth based on human resources and the establishment of a well-functioning labor market, underlying assumptions about the universality and general applicability of education programs and practices, and inherent values where education is a utilitarian endeavor.

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Abstract: Reviewing the arguments and findings of the chapters in this book, this concluding chapter illustrates the formation and workings of a global education governing complex. It explicates this governing complex and reveals its constitution, mechanisms, and trajectories, as well as the book’s connections and contributions to the fields of history of education and policy research. The chapter argues that an OECD-centered global education governing complex is characterized by (1) an historical trajectory going back to World War II and shaped during the bipolar world order of the Cold War, (2) distinct ideological components about capitalist economics pursuing economic growth based on human resources and the establishment of a well-functioning labor market, (3) underlying assumptions about the universality and general applicability of education programs and practices, and (4) inherent values where education is a utilitarian endeavor. These aspects are too often overlooked in political discourse about education and must be critically studied across local, regional, national, transnational, and global perspectives.

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8 citations

Book Chapter•DOI•

At the Intersection of Anecdotal Stories and Great Narratives: Reflections on the Cooperation Between Educational Historians and Educational Philosophers

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Marc Depaepe¹, Franky Simon²•Institutions (2)

Katholieke Universiteit Leuven Kulak¹, Ghent University²

01 Jan 2018

TL;DR: In this article, the authors present meta-reflections on the potentialities of the history of education as a scientific discipline based on their publications in the series of Smeyers and Depaepe, but also on their experiences and discussions within the underpinning Research Community.

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Abstract: Partly based on our publications in the series of Smeyers and Depaepe, but also on our experiences and discussions within the underpinning Research Community, we present in this chapter some meta-reflections on the potentialities of the history of education as a scientific discipline. First, we focus on the cooperation of educational historians and educational philosophers in the Research Community. What did we learn from each other? One of the things we hoped to acquire from the dialogue with philosophy was more theoretical depth – an argument that is further developed on the basis of the concept “grammar of educationalisation”. However, the openness towards more theory in history should not exclude attention to the specific and unique in the always changing nature of the historically conditioned situation. On the contrary, as is shown in the final paragraph, the awareness of “presentism” in educational discourse is one of the lasting values of educational historiography.

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6 citations

Book Chapter•DOI•

History and Historiography

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Daniel Tröhler¹•Institutions (1)

University of Vienna¹

01 Jan 2019

3 citations

References

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Journal Article•DOI•

Tinkering toward Utopia: A Century of Public School Reform.

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David Tyack¹, Larry Cuban•Institutions (1)

New York University¹

01 Jun 1996-The Journal of American History

TL;DR: In this paper, the authors learn from the past and look toward the future by re-learning the grammar of schooling and the history of the curriculum of public schools in the UK.

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Abstract: Prologue: Learning from the Past 1. Progress or Regress? 2. Policy Cycles and Institutional Trends 3. How Schools Change Reforms 4. Why the Grammar of Schooling Persists 5. Reinventing Schooling Epilogue: Looking toward the Future Notes Acknowledgments Index

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2,471 citations

"Tracking the educationalization of ..." refers background in this paper

...…has a completely diff erent perspective, representing a paradigm that deals with progress and pertinence or resilience (e.g. Tyack & Tobin, 1994; Tyack & Cuban, 1995); it mirrors the decidedly social role of American social sicence (which includes, as a rule, education), which is not meant…...
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Journal Article•DOI•

The “Grammar” of Schooling: Why Has it Been so Hard to Change?

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David B. Tyack, William Tobin

01 Sep 1994-American Educational Research Journal

TL;DR: The authors explored the origins of two enduring institutional forms, the graded school and the Carnegie unit, and analyzed the history of three transient attacks on the grammar of schooling: the Dalton Plan, the Eight-Year Study, and the new model flexible high school of the 1960s.

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Abstract: Why have the established institutional forms of schooling been so stable and why did most challenges fade or become marginalized? We approach these questions by probing a few case studies of reform, some that lasted to become part of the grammar of schooling and some that did not. We begin by exploring the origins of two enduring institutional forms, the graded school and the Carnegie unit. Next we analyze the history of three transient attacks on the grammar of schooling: the Dalton Plan, the Eight-Year Study, and the new model flexible high school of the 1960s. In each case political and institutional perspectives inform our interpretations. Finally, we reflect on what the case studies suggest about the nature of institutional continuity and change and offer some policy implications for reform today.

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981 citations

"Tracking the educationalization of ..." refers background in this paper

...…history, by contrast, has a completely diff erent perspective, representing a paradigm that deals with progress and pertinence or resilience (e.g. Tyack & Tobin, 1994; Tyack & Cuban, 1995); it mirrors the decidedly social role of American social sicence (which includes, as a rule, education),…...
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Journal Article•DOI•

Making up People: On Some Looping Effects of the Human Kind - Institutional Reflexivity or Social Control?

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Davide Sparti¹•Institutions (1)

University of Siena¹

01 Aug 2001-European Journal of Social Theory

TL;DR: In this paper, an account of the co-construction of categorical identity and personal identity among human beings is presented, where people recognize themselves within a socially sanctioned categorical scheme, and hence institutional and personal reflexivity occur as a joint movement that, at the same time, can be seen as an exercise in social control.

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Abstract: This paper is an account of the co-construction of categorical identity and personal identity among human beings. As people recognize themselves within a socially sanctioned categorical scheme, they reproduce that scheme, and hence institutional and personal reflexivity occur as a joint movement that, at the same time, can be seen as an exercise in social control. The inspirations for this account are lan Hacking's view about the distinctiveness of social kinds from natural kinds, and Dan Sperber's idea about cultural communication as a form of social epidemiology.

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846 citations

"Tracking the educationalization of ..." refers background in this paper

...In gaining the prestige of becoming an academic fi eld, education profi ted greatly from the powerful marriage of sociological statistics with nationbuilding in the nineteenth century that was at the root of the modern Making Up People (Hacking, 1986)....
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Journal Article•DOI•

Trust in numbers: The pursuit of objectivity in science and public life

[...]

J. Rosser Matthews

01 Jul 1996-Journal of The History of The Behavioral Sciences

522 citations

"Tracking the educationalization of ..." refers background in this paper

...358 accountability for measurable output in a context that has been described as the Cult of the Fact (Hudson, 1972), expressing a deep culturally anchored Trust in Numbers (Porter, 1996)....
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...Institutionalized education remained a central and even more important servant of these dominant ideas, not in its contribution of historical guidelines for teachers but in its accountability for measurable output in a context that has been described as the Cult of the Fact (Hudson, 1972), expressing a deep culturally anchored Trust in Numbers (Porter, 1996)....
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...…servant of these dominant ideas, not in its contribution of historical guidelines for teachers but in its accountability for measurable output in a context that has been described as the Cult of the Fact (Hudson, 1972), expressing a deep culturally anchored Trust in Numbers (Porter, 1996)....
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Journal Article•DOI•

‘Style’ for historians and philosophers☆

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Ian Hacking¹•Institutions (1)

Victoria University, Toronto¹

01 Mar 1992-Studies in History and Philosophy of Science

369 citations

"Tracking the educationalization of ..." refers background in this paper

...…make possible an understanding of the educationalization not only of social problems but also of the modern world and the modern self, as a system of reasoning (Hacking, 1992) or discourse or langue that acts as the broad ideological context of perceptions, utterances (paroles), and practices....
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