Lob des Handwerks, Kritik der Theorie — Zur Lage der pädagogischen Historiographie in Deutschland

Tenorth, Heinz‐Elmar

doi:10.1080/0030923960320204

Cited by 17 publications

(7 citation statements)

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“…He criticizes the consequences of the theorizing in the history of education in the last thirty years of the twentieth century and takes a clear position in support of the professionalization of educational historical research (Tenorth, 1996). Tenorth writes that the renunciation of educational self-interpretations and the methodizing and theorizing of educational historiography of the last 30 years have resulted not only in abandonment of the old topoi of the discipline, but also of the historically handed-down unity of reflection and practice, theory and action, and historical and contemporary consciousness of the educational task (ibid, p. 346).…”

Section: The Renaissance Of the History Of Education And Its Educatiomentioning

confidence: 99%

The educational theorists, the teachers, and their history of education

Cascle

2004

Stud Philos Educ

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The following contribution expands the current discussion on the status and function of the history of education at the methodological, or epistemological, level by introducing the perspective of a history of educational knowledge. This opens up a theoretical option for educational historiography that avoids the identification of history of education with history of a discipline, or the institutionalized knowledge of education and teaching. As a consequence, some history of education topoi -as the history of a discipline -can be called into question and practiced historically rather than educationally or morally.

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Section: The Renaissance Of the History Of Education And Its Educatiomentioning

confidence: 99%

The educational theorists, the teachers, and their history of education

Cascle

2004

Stud Philos Educ

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“…Foucault (1971), from whom we took the quotation that was used as a motto for the 4th International Conference on Critical Pedagogies and Philosophies of Education, 1 has introduced the well-known schemes of normalization, disciplinarization, biopolitics and so on, to better comprehend these phenomena. However, such coarse-grained "grand theories," which have been abundantly used up to now in the history of education (see, e.g., Roland, 2017), may well orient the disciplinary strategy that is expressed through education as well as the resistance it may generate in the crowd to be disciplined, but, following Tenorth (1996) and others, we think that educational historiography needs much more theory-building from within, and not from theorems that were mainly developed outside the specific context of the educational past. Educationalization, although often used as a container concept, might be a step in this direction, along with the idea of an existing "grammar of schooling."…”

Section: A Question's Genesis As a Starting Pointmentioning

confidence: 99%

Colonial education in the Congo - a question of “uncritical” pedagogy until the bitter end?

Depaepe¹

2017

EOE

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Our approach is a historical, and not a theoretical or a philosophical one. But such an approach might be of help to understand the complexities and ambiguities of the pedagogical mentalities in the course of the twentieth century. As is usually the case in historical research the groundwork has to precede the formulation of hypotheses, let alone theories about the nature of pedagogical practices. Therefore, since the 1990s, “we” (as a team) have been busy studying the history of education in the former Belgian Congo. Of course since then we have not only closely monitored the theoretical and methodological developments in the field of colonial historiography, but have ourselves also contributed to that history. This article tries to give an overview of some of our analyses, concentrating on the question to what extend the Belgian offensive of colonial (i.e. mainly Catholic) missionary education, which was almost exclusively targeted at “paternalism”, contributed to the development of personal life, individual autonomy and/or emancipation of the natives. From the rear-view mirror of history we are, among other things, zooming in on the crucial 1950s, during which decade thoughts first turned to the education of a (very limited) “elite”. The thesis we are using in this respect is that the “mental space” of colonialism was not of a nature as to have a very great widening of consciousness among the local population as its effect.

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“…And is that what contemporary pedagogical historiography needs? Already in 1996, Tenorth (1996) praised the "handwork" in educational historiography, in other words the patient dealing with the sources, but simultaneously pilloried the lack of theory content in the discipline. We can concur with this.…”

Section: Materials Sources Of Education: More Than Artifacts From the mentioning

confidence: 99%

Sources in the Making of Histories of Education: Proofs, Arguments, and Other Forms of Reasoning from the Historian’s Workplace

Depaepe

Simon

2009

Educational Research: Proofs, Arguments, and Other Reasonings

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Lob des Handwerks, Kritik der Theorie — Zur Lage der pädagogischen Historiographie in Deutschland

Cited by 17 publications

References 0 publications

The educational theorists, the teachers, and their history of education

The educational theorists, the teachers, and their history of education

Colonial education in the Congo - a question of “uncritical” pedagogy until the bitter end?

Sources in the Making of Histories of Education: Proofs, Arguments, and Other Forms of Reasoning from the Historian’s Workplace

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