CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Towards an assessment of educational theory: An historical perspective
Tác giả
Bowen J.
Năm xuất bản
1979
Source title
International Review of Education
Số trích dẫn
1
DOI
10.1007/BF00598032
Liên kết
Tóm tắt
Throughout the last twenty-five years all areas of educational thought have been preoccupied with the continuing conflict between conservative middle-class dominance of the schools and a liberal movement determined to provide a theory of equality and provisions for access. The radical extreme of this movement has gone further and demanded the total reconceptualization and reconstruction of education. This movement has attacked the standard histories of education which have their origins in the late nineteenth century. At that time, it is now argued, education was dominated by an arriviste bourgeoisie embracing a version of late-Hegelian philosophy with a doctrine of Eurocentric progress. Seeking legitimacy, the middle class supported the classical revival which stressed liberal education, expressed as paideia, and mediated through the limited access to grammar school and university. Traditional educational historiography is now seen as reflecting these assumptions through "grand histories" written around "great educators" and "noble ideals". As educational thought expanded throughout the twentieth century with the emergence of the contributing disciplines, this tradition was challenged as critical historians had a wider data-base from which to draw. By the 1930s and 1940s in the seminal work of R. H. Tawney and Lloyd Warner a literature of dissent began to appear, which, by the late 1960s had increased to a torrent, issuing in violently provocative criticisms of educational assumptions and practices, accompanied by an equally strident literature of historical interpretation, which, drawing from revisionist work in the contributing disciplines, chiefly sociology, began to re-interpret the past twenty-five years of frenetic activity as the legitimate aspirations of the world's masses. Yet the methodology of both positions is itself being reinterpreted in the present post-empiricist stage, which is characterised by phenomenological and hermeneutic approaches. Both history as the events of the past (data-base) and as interpretation (historiography), are now being seen as facets of the one activity, and, with education considered as part of a wider social process, both traditional and radical positions are themselves becoming criticised for their inadequate positivist assumptions and methodology. © 1979 Martinus Nijhoff, The Hague/Boston/London.
Từ khóa
Tài liệu tham khảo
Nơi xuất bản
Martinus Nijhoff, The Hague/Kluwer Academic Publishers
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus