David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 39 (1):28–43 (2007)
In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science of history. The history of education, in any event, has in the past few years become more historicizing and less ‘educationalizing’. According to the author, there are signs that indicate that such an analogous line of reasoning, mutatis mutandis, also applies for the philosophy of education. Does this mean that there are no longer any bridges from the one area to the other or that none are possible? Probably not. In the second portion, it is shown that the modern or even postmodern ‘new cultural history of education’, with its often ironical and demythologizing traits uses or can use a considerable amount of ‘grand theory’ . Indeed, the development of an adequate conceptual apparatus that also has to cope with the problem of ‘presentism’ assumes a constant dialogue with the past and for this a philosophical‐interpretative approach is still the best situated. Inversely, the Foucauldian perspective shows that philosophy in general and philosophy of education in particular equally hardly do without history. Within the reflection on pedagogical praxis, the historical and the philosophical thus probably will continue to rely on each other—if only as allies against the dominance of short‐winded empirical‐quantitative research. Still, it would be naive to think that, from this possible alliance, the fragmentation of historically developed knowledge systems with their own sociological and institutional foundation of scientific activities can be rectified in a trice
|Keywords||philosophy history theory education methodology|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
L. S. Carrier (1969). The Time-Gap Argument. Australasian Journal of Philosophy 47 (3):263-272.
L. S. Carrier (1972). Time-Gap Myopia. Australasian Journal of Philosophy 50 (May):55-57.
Kristján Kristjánsson (2010). Educating Moral Emotions or Moral Selves: A False Dichotomy? Educational Philosophy and Theory 42 (4):397-409.
Axel Cleeremans (1998). The Other Hard Problem: How to Bridge the Gap Between Subsymbolic and Symbolic Cognition. Behavioral and Brain Sciences 21 (1):22-23.
Rosa del Carmen Bruno-Jofré & Jürgen Schriewer (eds.) (2011). The Global Reception of John Dewey's Thought: Multiple Refractions Through Time and Space. Routledge.
Richard Lints (1986). Attempts to Bridge the Gap in the Tertia Via. Southern Journal of Philosophy 24 (4):531-539.
Raymond Aron (1978/1984). Politics and History. Transaction Books.
Added to index2009-01-28
Total downloads8 ( #192,639 of 1,410,537 )
Recent downloads (6 months)2 ( #108,810 of 1,410,537 )
How can I increase my downloads?