Abstract
A difficult heritage has been attached to the history of education since its beginnings as a field of study. History of education is as a rule nationally oriented and/or constructed as a linear history of progress. The philosophy of language distinction between ‘paroles’ and ‘langues’ is seen as a methodological route out of these limitations.Taking the example of a currently widely discussed thesis on the connection between notions of societal progress and expectations of education, this paper shows how history can be understood as a struggle between the individual (transnational) ‘langues’ for public dominance. The paper concludes by pointing out how historical knowledge is important for the theoretical discussion and for efficient school policy.
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