Between Educationalization and Appropriation
Selected Writings on the History of Modern Educational Systems
Publication Year: 2012
Published by: Leuven University Press
Title Page, Copyright
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Having a colleague and friend ask one to write a foreword for his scholarly book is a great honour. I have known Professor Marc Depaepe for many years: in the beginning at quite a distance, since he was one of the select company of star research professors appointed permanently through the Flemish Fund for Scientific Research in Belgium. These professors were, so ...
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As is explained in the Foreword by the former Rector of the KU Leuven, for which I am, of course, very grateful, this book has been published for mainly two reasons: a scientific and an educational one. A scientific one, because it gives a state of the art of my research and an educational one, because it can be used for teaching purposes in the international programs ...
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I. Starting from theBelgian Case –from Schooling toEducationalization
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1. The School, Cornerstone of Modern Society*
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It is not easy, within the limited space of this introduction, to paint a sufficiently finely-differentiated picture of the story of education. Nevertheless, we shall venture to do that in the guidebook for this museum. The idea we should like to emphasize is the central role played by the school in the modernisation of society. Given the broad reach of that process, we ...
2. The Conquest of Youth: an Educational Crusade inFlanders during the Interbellum Period*
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In Europe between the two World Wars, youth constituted a notable arena for the manifestation of social polarizations. From the 1920s on, the political scene shifted markedly to the right: theories of the New Order proclaimed the failure of parliamentary democracy, and in Italy Fascism (Mussolini in 1922) and in Germany Nazism (Hitler in 1933) acquired real political ...
3. The Feminization of the Teaching Profession in Belgiumin the Nineteenth and Twentieth Centuries
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In the prologue to John L. Rury’s book, Education and Women’s Work. Female Schooling and the Division of Labor in Urban America, 1870–1930, published in 1991, Barbara Finkelstein writes: “The history of education is not rich in studies that combine an effusion of quantitative data, with equal portions of narrative elegance, biographical perspective, and attention to ...
4. The Sacralization of Childhood in a Secularized World:Another Paradox in the History of Education?An Exploration of the Problem on the Basis of theOpen-Air School Diesterweg in Heide-Kalmthout*
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Slightly disparagingly, the illusion is consigned to the realm of impossibilities as a Fata Morgana, a creation of the fairy Morgana. Yet has the mirage arisen from itself? Or is there an oasis somewhere that is the true origin of this deceptive image? It is not there, where we see the palms, that the resting place of refreshment perhaps awaits us. But this resting place is there, albeit far, ...
II. About theEducationalization…of the West
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5. Educationalisation:A Key Concept in Understanding the Basic Processesin the History of Western Education*
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Finally, as knowers, let us not be ungrateful towards such resolute reversals of familiar perspectives and valuations with which the mind has raged itself for far too long, apparently to wicked and useless effects: to see differently to that degree, is no small discipline and preparation of the intellect for its future ‘objectivity’ – the latter understood not as ‘contemplation without ...
6. Dealing with Paradoxes of Educationalization:Beyond the Limits of “New” Cultural Historyof Education?*
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I am convinced that if we are not able to appreciate the relativity of the categories we use, we run the risk of not gaining anything, and of losing Every scientific discipline – including the history of education – is continuously subject to change. This truism applies both to the knowledge generated within a particular field of research and to its didactic translation ...
7. Educationalization as anOngoing Modernization Process*
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In several Western societies we witness today an increasing tendency to “educationalize” social problems. As an institution, the school is, among other things, held accountable for solving social inequalities (related to class, race, and gender); for reducing traffic deaths, obesity, teenage sex, and environmental destruction; and for enhancing public health, economic ...
8. About Pedagogization:From the Perspective of the History of Education*
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Es ist die Überzeugtheit des Rechts zur planenden Manipulierung des ‘ganzen Menschen’ unter dem Aspekt und der Verantwortung der ‘Bildung’ und ‘sozialen Gerechtigkeit’. Das ‘Totalitäre’ darin ist die Pädagogisierung des Menschen und der Gesellschaft, die hier als selbstverständlicher Anspruch For history researchers, it is not a needless luxury to consider from time ...
III. The Colonial Context –From Educationalizationto Appropriation?
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9. Belgian Images of the Psycho-Pedagogical Potential of theCongolese during the Colonial Era, 1908–1960*
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It would be unfortunate if ISCHE, the international organization for the history of education, did not heed the colonial experience. Not only is this theme of research international by definition, it is also clearly an educational phenomenon of the first order: by means of education, the intention was to “convert” and to “civilize” the autochthons, which, willingly or unwillingly, ...
10. Sometimes a Little Distance is Needed to SeeWhat Really Happened:The Study of the Belgian Educational Policy in Congo asan Example of the Critical Vigour ofColonial History of Education*
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One of Jürgen Oelkers’ many merits is to have studied – as a generalist – the complex relationship between pedagogy, politics and practice in great detail, especially in relation to ›reform pedagogy‹ (or New Education) and its potential contribution to educational innovations (see, e.g., Oelkers 1991; Oelkers/Osterwalder 1999; Oelkers ³1996). Based on such a position, the ...
11. ‘Rien ne va plus …’ The Collapse of the ColonialEducational Structures in Zaïre (1960-1995)*
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...❙ Starting Point: The Paternalistic Educational Project of the In a previous study the author and his co-author compared the educational project in the Belgian Congo (1908-1960) with a runaway locomotive that, in spite of all the good intentions, drove to self-destruction (Depaepe & Van Rompaey, 1995:225). What did we intend by use of this image taken from ...
12. How to Research Intercultural Hybridity ofthe Congolese Elite Through EducationDuring the Postcolonial Era (1960-1997)?*
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Recently, we have made at our university an application for a new research project. Although it is at the moment still uncertain whether we will have the money to carry out this research or not, we nevertheless do think that it can be helpful to share the content of our project with others, in view of fostering further research in this area.1 As is explained in the following ...
IV. Appropriation Processesin Theory and Praxis
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13. How Darwinism Has Affected Catholic as Well as Non-Catholic Psycho-Pedagogical Constructsin Belgium from the 1870s to the 1930s*
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Two paragraphs before the end of his magnum opus, On the Origin of Species,1 Charles Darwin predicted, on the basis of his findings as regards natural selection, a brilliant future for barely explored terrains in the study of man: “Psychology will be based on a new foundation, that of the necessary acquirement of each mental power and capacity by gradation. Light ...
14. The Canonization of Ovide Decrolyas a “Saint” of the New Education
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If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871-1932). Particularly in southern Europe and in many Latin American countries,1 the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-...
15. Modern Architecture Meets New Education: RenaatBraem’s Design and the Brussels Decroly School (1946)
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...❙ Design Apotheosis in the Heart of Belgian Educational RenewalA number of ambitious and innovational plans were sketched in the course of the twentieth century for L’École Decroly l’Ermitage, a progressive school for “normal” children founded in 1907 by Ovide Decroly (1871-1932).1 Among them were the 1946 plans of architects Renaat Braem (1910-2001) ...
16. The ‘Good Practices’ of Jozef Emiel Verheyen –Schoolman and Professor of Educationat the Ghent University:A Case of Using Educationally Correct Discourseat the Right Place and the Right Time*
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In more than one article (Depaepe, 1998c; Depaepe, Simon & Van Gorp, 2003; Depaepe & Van Gorp, 2003), we have pointed out that, for an appreciation of the educational mentality and reality of the past, the study of the lesser stars in the educational firmament is more – or at least just as – important as that of the great figures. This principle is certainly applicable ...
17. The Practical and Professional Relevance ofEducational Research and Pedagogical Knowledgefrom the Perspective of History: Reflections onThe Belgian Case in its International Background
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...❙ Optimisation of the Practice: the task of the ‘modern’ science of When the teacher’s technique is based on research, teaching will no longer be regarded as some black arts, but will assume the status not of a dismal science, but of a progressive and enlightened practice. (Rusk, 1932, p. 70)Apart from the academic frustration of educational research of the first ...
18. Struggling with the Historical Attractiveness ofPsychology for Educational Research: Illustrated by theCase of Nazi-Germany*
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...“La ciencia (...) consiste en un ‘prurito’ de plantear problemas”1A few years ago, when we determined the themes for the upcoming meetings of the Leuven Research Community, I thought that there could be no easier task than that which lay before me at the moment: reporting on the history of the attractiveness of psychology for educational research. On the basis ...
V. The Self-Conceptof a Demythologized‘New Cultural’ Historyof Education
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19. Demythologizing the Educational Past:An Endless Task in History of Education
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...“My life in the history of education” – to borrow the title of a recent British series of scholarly autobiographies1 – began with a lively interest in educational practice. I became interested in the organization of the subject-based grade-school system and wished to find its origins. This was an organizational form introduced for reasons not particularly educational, ...
20. How Should the History of Education be Written?Some Reflections about the Nature of the Disciplinefrom the Perspective of the Reception of our Work
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The title question, which was submitted to us by the guest editorial team of Studies in Philosophy and Education, obviously has a high normative content. At first sight, that is rather remarkable, because the question about how it should be done contrasts sharply with the blurred norms that are prevalent in postmodern society, as well as with the plurality of ...
21. The Ten Commandments of Good Practices inHistory of Education Research*
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...1. Thou shalt remember that the history of education is history;4. Thou shalt not write a history of the present, nor for the present;6. Thou shalt demythologize former narratives and discourses about the 8. Thou shalt develop theoretical and conceptual frameworks from within 9. Thou shalt strive for pure wisdom within the context of a cultural ...
22. After the Ten Commandments … the Sermon?Comments on David Labaree’s ResearchRecommendations*
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It was bound to happen. After some supposed authority boldly announces ten commandments for good research practices in his domain (Depaepe, 2010), another one suddenly pops up – in this case a ‘real’ authority – who cannot resist the urge to give a sermon on almost the same subject (Labaree, 2011). The historical but often repressed relationship between theology and ...
23. Sources in the Making of Histories of Education:Proofs, Arguments and Other Forms of Reasoningfrom the Historian’s Workplace*
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As we’ve often said in the past, historical research presents certain problems for the behavioural sciences. When we think about the history of education, can it, as the title of this book seems to suggest, be conceived of simply as a subdivision of educational research? And does the argumentative structure that is developed in this domain of knowledge automatically give rise to the ...
Page Count: 496
Publication Year: 2012