Research In History Of Education Research Articles

Reviving Plato’s Forms in Education to Fight Corruption

This paper aims at showing why Plato's educational philosophy constitutes a solid base for fighting corruption in the twenty-first century despite the fact that it was propounded more than two thousand years ago. The historical-educational research method was employed in this research which highlights the following key aspects of Plato's philosophy of education: the universality of forms or virtues, the simile of the cave and the Socratic method. A hypothetical example which explains the application of Plato's educational thought in classrooms is provided. The title of this paper provides a satirical wordplay since the forms have always been universally valid, and negating them has always had the potential to ignite undesirable results due to the corruptive nature of such action.

History of education research in Australia: some current trends and possible directions for the future

The history of education as a distinct field has been the focus of study, research and writing in Australia for over a century. It achieved maturity with the establishment of the Australian and New Zealand History of Education Society in 1970 and the subsequent establishment of the Society’s journal, History of Education Review. Since then, Australian scholars have been major contributors to the field, with certain individuals being key players on the world stage. Taking cognisance of this background, this paper considers current trends and directions for the future. It does so by focusing on three areas: scholarship on topics relating specifically to Australia; the use of new methods; and Australian-based scholars contributing to scholarship where the focus is beyond their immediate geographical boundaries.

Pensando a História da Educação com Raymond Williams

O trabalho procura evidenciar a contribuição original do pensamento de Raymond Williams para a pesquisa em história da educação. Percorre um conjunto de conceitos-chave na obra do autor galês, sugerindo sua potência para a análise e a crítica das formas de organização da sociedade e da cultura no Brasil, com destaque para diferentes formas de educação. Conclui dimensionando a atualidade do seu pensamento não só para os intelectuais ligados ao campo educacional, ou para os historiadores da educação, mas para o próprio revigoramento do pensamento da esquerda no Brasil e no mundo.

The Biological and Social Determination of Man’s Psychic Development

Throughout the history of education research, certain views were expressed which considered that the main determining force in an individual’s personality development was the biological factor. On the other hand, there were other experts who underestimated the biological factor and concentrated on the social factor. The struggle between these contradictory views was of long duration. In this article, the author tries to discuss about both the biological determination of personality development and the training of man, and the influence of the social environment on personality development and the training of man.

Portuguese

This text was written with the objective of reflecting about the act of researching in the field of History of Education. Methodologically, the whole process was discussed in the weekly meetings of the “Group of Studies and Research in History of Education of Ceara (GEPHEC)”. From the research project until its completion it was possible to cast doubts on the production of knowledge in this field. Through collective reflection about the research on the history of education and its uniqueness, the theoretical and methodological aspects concerning their episteme were discussed. The theoretical references privileged authors such as Bloch (2005), Hobsbawm (1994, 1998), Arrighi (2006), Gatti (2007), Saviani (2005) among others. It is concluded that research in the area of education, from the point of view of history, requires passion and inventiveness combined with ethical and methodological rigor. If one wants to research in this area, one needs to keep in mind that in the very act of researching there is an ongoing learning process that is primarily transdisciplinary. Keywords: educational research; educational history; theoretical and methodological aspects. Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 DOI: http://dx.doi.org/10.14244/19827199839

A ideologia como categoria analítica da História da Educação: uma reflexão sobre a obra Ideologia e educação brasileira

This article presents a refl ection on the work Ideologia e educacao brasileira aiming to identify the contributions of is author, Carlos Roberto Jamil Cury, to the fi eld of history of education. The author’s intellectual trajectory and his education are also covered in the article. It analyzes that work, which is understood as a representation of the period in which it was written, as well as its affi liation to the kind of history of education research produced at PUC-SP in the late 1970s. Through bibliographical research and a review of literature on the subject, the notion of ideology is understood as an analytical category in the history of education. Cury’s work opened a way of interpreting the history of education based on ideologies that permeate Brazilian education. It became a reference for researchers and students in the fi eld and constitutes a renowned interpretation of the history of education. The notion of ideology used by the author is challenged in the article. It is argued that the clash between “Catholics” and “liberals” described by Cury hid other agents concerned with education and that the interpretation put forward by him proves to be insuffi cient for current research on the history of education. Keywords: History of Education, Brazilian education, ideology.

O ensino de história - algumas reflexões do Reino Unido: entrevista com Peter J. Lee

O interesse em publicar uma entrevista com o professor Peter Lee vem ao encontro do desejo de fazer circular ainda mais suas pesquisas e reflexões sobre como as crianças e jovens elaboram ideias sobre a história, no Brasil. Tal desejo parte do pressuposto de que o ensino de História na Educação Básica pouco ou nada avançará sem que os professores e pesquisadores da área considerem seriamente a questão da aprendizagem, ou melhor, os processos cognitivos envolvidos na construção do pensamento histórico. Processos que implicam compreender como os sujeitos elaboram as ideias históricas e como constroem percepções sobre o passado. Com esta entrevista espera-se também contribuir com o debate sobre as formas e funções da história na vida cotidiana, pois se postula aqui - e a discussão de Peter Lee também atenta para isso - que a história é uma forma de pensar e interpretar a existência humana, no tempo.

Lawrence Kohlberg, una obra en permanente construcción

Assuming the risks and benefits of the “appropriation” of a particular line of thought, and within the frame of the controversy that Foucault's thought has generated in different fields of knowledge, this paper seeks to put into dialogue two social-educational appropriations that have been postulated on Foucault’s thought in Colombian historical-educational research: the decolonial-postcolonial and the archaeological-genealogical perspectives. Consequently, an analysis of the synergic and distant points between them is made, appealing to the uses that both perspective do of the French philosopher’s historic thought.

Promoting Diversity through Multilevel Activism: An Organizational Approach

Barbara J. Shircliffe is Associate Professor of social foundations in the Department of Psychological and Social Foundations in the College of Education at the University of South Florida. Her research in educational history focuses on Southern school segregation and desegregation; oral history; and school policy. She is currently writing a book on the desegregation of Southern school teachers.

„Jahresberichten” jako źródło do historii edukacji (na przykładzie sprawozdań wschodniopruskich szkół średnich z XIX wieku)

„Jahresberichten” As the Source of the History of Education (the Example of the Secondary School Reports in the19th Century East Prussia) Summary One of the most important tasks of the Prussian secondary schools, reformed in theyears 1808–1812, was the publication of annual school reports. That type of documentsis of early modern origin but these were the Prussian authorities that througha series of regulations gave them during the 19th century a unified character. Thepurpose of this article is to characterize that type of source and evaluate its significancefor historical-educational research on the example of the 19th century secondaryschool reports in the province of East Prussia. The first step is to emphasize the opportunity of getting to know, thanks tothose publications, some of the scholar achievements of secondary school teachers, as a scientific treatise, written by one of them, was supposed to be an integral partof school reports. These dissertations allow us to get acquainted not only with theviews of teachers on the issues of pedagogy, but also to become familiar with the research on the regional history as well as the history of individual schools. Equally important to the education historian is the second essential part of school reports, comprising information about schools (Schulnachrichten), the material covered,teaching methods, modes of teaching, students’ number, origin and confession aswell as teachers’ records.The school reports do not reflect all the aspects of Prussian school in the 19th century and an education historian, seeking to obtain a more complete picture, hasto look for informations in other sources such as daily newspapers, science magazines,correspondence, memoirs or other archival documents. There is no doubtthat the printed reports constitute a primary source of the history of male secondaryeducation in the 19th century Prussia. They contribute greatly to the state ofknowledge on legal, cultural and social aspects of the history of education.

Classrooms as installations: a conceptual framework for analysing classroom photographs from the past

This paper suggests a new way of working with and analysing school photographs in history of education research, especially photographs of school classrooms. It advances a new methodological approach for inquiring into the spatiality and materiality of schooling. This approach is located in the practice of installation art and draws from the theory of relational aesthetics and postproduction. As demonstrated in the paper, thinking about school spaces and places as installations, and place‐making practices as a form of installation making, presents opportunities for posing new and different types of research questions. It also provides opportunities for generating new inquiry and representational practices in educational research. Conceptualising school spaces and places as installations that demand spectator participation to function as intended requires educational researchers to think critically about the spatial dimensions of educational experiences and the experiences of place in educational contexts.

Philosophy, History and Social Science: Educational Research and the Leuven Project

Beyond Empiricism: On Criteria for Educational Research.Paul Smeyers and Marc Depaepe (eds), Leuven, Leuven University Press, 2003. Pp. 269. Pb.€29. Educational Research: Why ‘What Works’ Doesn’t Work.Paul Smeyers and Marc Depaepe (eds), Dordrecht, Springer, 2006. Pp. 195. Hbk. £71. Educational Research: Networks and Technologies.Paul Smeyers and Marc Depaepe (eds), Dordrecht, Springer, 2007. Pp. 228. Hbk. £81. The editors of these volumes outline how they came to be: ‘In 1999 the Research Community ‘Philosophy and history of the discipline of education: Evaluation and evolution of the criteria for educational research’ was established by the Research Foundation Flanders, Belgium’ (Smeyers and Depaepe, 2006, p. 1). We are told that the participants have met annually since 2000, and these books represent some of the fruits of their collaboration. The first three works of the Leuven Educational Research Project cover a fair amount of territory, so in this review article I am going to be severely selective. There is a substantial proportion of historical material. The first volume, Beyond Empiricism. On Criteria for Educational Research, includes Marc Depaepe on the history of educational research in Belgium before the Second World War, Carvalho’s exploration of a Portuguese pedagogical journal 1921-32 and several other papers in the second section. Volume 2, Educational Research: Why ‘What Works’ Doesn’t Work is perhaps the most philosophical of the three books, but it still contains at least two chapters of historical content. The third book, Educational Research: Networks and Technologies is, unsurprisingly, less interested in history, given its focus on ICT.

Seeing teaching as a discipline in the context of preservice teacher education: insights, confounding issues, and fundamental questions

Analysis of our own experiences teaching in preservice teacher education programs leads us to a range of insights, issues, and questions associated with the potential of seeing teaching as a discipline. We begin with the reality that teaching and teacher education appear to students as easy activities, while those who actually do them see them as quite complex. The unexamined influence of every student’s inadvertent apprenticeship of observation is explored as an obstacle to seeing teaching as a discipline. We also consider the influences of the history of schooling and the history of educational research. We close by considering the role of parody and paradox in making it difficult to see teaching as a discipline and by calling attention to the importance of interrogating our acts of teaching.

Research Committee for Perception of Modern East Asian History in Educational Research

Research Committee for Perception of Modern East Asian History in Educational Research

Understanding Pedagogical Reasoning in History Teaching through the Case of Cultivating Historical Empathy

This article challenges the tradition in much history education research of privileging teachers' content knowledge—and within this area, their understanding of evidence and epistemology—in explorations of the knowledge shaping their pedagogical reasoning and practice. Moving away from the normative statements that often follow from this emphasis, it offers an empirical examination of how four secondary-level teachers in England made pedagogical decisions, using their efforts to cultivate students' historical empathy as an illustration. In this study, the history teachers employ thirteen different types of knowledge that are categorizable as student factors, structural factors and teacher factors, and deploy the types in combination as “knowledge packages” responsive to changing circumstances. Any one of the relevant elements of teacher knowledge—from student preconceptions to capacities, curricular resources to time, teachers' energy level to command of subject matter—might take precedence and determine the curriculum at a given moment. These findings give weight to an emerging strand of history education scholarship that strives to holistically capture the nuance and variability in teachers' thinking, rather than focusing narrowly upon one aspect of it.

On Cioran's Criticism of Utopian Thinking and the History of Education

The starting point of our research is the recent discussion within history of education about the aim and scope of historical educational research. More specifically, it deals with the relationship between the past and the future and is characterized by two clashing paradigms. The recent discussion within history of education is from the perspective of philosophy of education extremely interesting. Particularly intriguing is the way in which history of education defines its role of giving shape to a (different) future. Given the criticism of the means‐end reasoning and the fact that ‘utopia’ in some sense always implies this, and that it plays itself nearly always a role when a stance is taken concerning history of education, what is defended here is the need of a different way to think about the relationship between the past, the present and the future thus to give ‘utopia’ a different place. Therefore we make use of Emile Cioran's History and Utopia. Cioran's criticism of the utopian position can be indicated by the following three sets. Not the past, neither the future, but the present is what one should be concerned with; not unity but diversity; not finding the solution, the final truth, but making room for the freedom of the human being.

Investigating Culture Through Cooperative Learning

Studies indicate that group work accompanied by the cooperative learning elements of Individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's (1995) six‐stage model of group investigation. It was implemented in a fourth‐semester college‐level French class and would be suitable for third‐ and fourth‐year high school French classes. The model could be adapted for Spanish or other language classes.

Taking Stock in 2006

In her history of education research, Ellen Lagemann (2000) suggested that during the 20th century, education had a romance with quantification (p. ix) that was reflected in its penchant for counting, measuring, and calculating in order to resemble the hard sciences as closely as possible. In this editorial, I argue that although education has in no way broken off its love affair with quantification, its current paramour is evidence, and the affair is hot and heavy in teacher education. In fact, it is not an exaggeration to say that evidence--or at least talk about evidence--is now everywhere in teacher education research, policy, and practice. This editorial describes and critiques the current focus on evidence, making the argument that although it has great potential to improve teacher education, it also has troubling aspects that need to be acknowledged and debated. (1) EVIDENCE EVERYWHERE Teacher education's current preoccupation with evidence is consistent with the way the standards movement has evolved and with the trend toward evidence-based practice in education writ large. It is important to note, however, that although there have long been several lines of research related to the effects of teacher education (Cochran-Smith & Fries, 2005; Kennedy, 1999), the current intense focus on evidence in teacher education practice and policy is a significant departure from far and recent past. The major reforms of the 1980s and early 1990s, for example, demanded that teacher education be more coherent and intellectually rigorous (e.g., Carnegie Forum on Education and the Economy, 1986; Holmes Group, 1986), whereas reformers like John Goodlad (1990) argued that school renewal and teacher education reform should proceed simultaneously based on moral purposes. During this same time period, revised National Council for the Accreditation of Teacher Education (NCATE) accreditation standards pushed teacher education to concentrate on the professional knowledge base and be explicit about the conceptual frameworks that guided programs (Christensen, 1996). None of these reforms had much to do with evidence. Currently however, in debates about large-scale teacher education policies and in the federal and state regulations related to individual teacher programs and pathways, evidence is front and center. For example, advocates of differing teacher education pathways often support their positions by citing empirical evidence that they claim demonstrates a positive relationship between particular pathways and school outcomes and conversely, reject the positions of their opponents on the grounds that the opponent's evidence is flimsy or faulty (e.g., Ballou & Podgursky, 2000; Darling-Hammond, 2000). Along similar lines, critics of collegiate teacher education and state certification often make their arguments on the basis of the claim that there is an absence of evidence about their efficacy (e.g., Abell Foundation, 2001; Hess, 2001) and thus conclude that new approaches are needed. The Title II teacher quality reporting requirements that went into effect in 1998 following the reauthorization of the Higher Education Act are perhaps the most striking example of the current emphasis on evidence in teacher education. Title II requires that all states provide annual evidence to the federal government about the quality of teacher preparation, which in turn depends on institutions providing annual evidence to the state about the qualifications (especially scores on state teacher tests) of every candidate recommended for certification. The fourth annual report to Congress on teacher quality (U.S. Department of Education, 2005)--the issued by Secretary of Education Margaret Spellings--stated that the collection of objective from every state regarding teacher and certification has made possible the first national systematic and comprehensive data resource about teacher preparation (p. …

Editorial Vol-1-Issue-2-2005

Editorial Vol-1-Issue-2-2005

Why Study the Educational Policies Commission?

It is an honor to be asked to give this address at GERA. To acknowledge that honor briefly, and with my tongue in my cheek a bit, let me start with a brief account of my own contact with GERA, and its parent organization, AERA. This account is offered to indicate how one like me who does historical research in education has interacted with the movers and shakers in our professional educational research organizations, who largely do not do such research, over the past three decades.