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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.