Session Information
Session 2, The Making of Educational Sciences
Papers
Time:
2005-09-07
17:00-18:30
Room:
ENG
Chair:
Frank Simon
Contribution
In the context of the emergence of educational sciences in Switzerland and of their disciplinarisation process (end of 19th and first half of 20th century), the question how knowledge is elaborated and which knowledge is constructed is crucial. Based on a growing literature on the question on educational sciences history (Drewek & Lüth, 1998, Lageman, 2000, Hofstetter & Schneuwly, 2004), this contribution aims at exploring this question in analyzing the publication activity of the main actors of the disciplinary field during the period. In our research project, we have defined 60 main actors of the field in French (Geneva, Lausanne, Fribourg) and German (Zurich, Bern, Basle and Freiburg) speaking Switzerland. They are generally in the arts faculty as professors or lecturers in pedagogy or in educational sciences ; some are also in private institutes devoted to research in eduction. In a data base, we have collected 2500 publications they havec produced during the given period ; the publications were found in archives, bibliographies, series, journals and reviews. The contributions of the actors will be analyzed in function of the genre types, of the content domains, of the editorial means used, and of the aera of diffusion. For each of these aspects, different catogories have been constructed. We distinguish two main genre types : praxeological texts that are aimed at intervening directly in the educational terrain and contain applied knowledge ; and texts aimed at developing knowledge without an immediat pratical goal. For the content domains in the disciplinary field, we will use the following catogries: general theories of educational sciences concerning its epistemoloical status ; general pedagogy including reflexion on the aims, norms, objectifs, problems of education ; history of education, educational ideas and doctrines ; methods of education and teaching ; pedagogical docuemtation on new experiences, school systems, educational situations in a country, research and training institutions ; experimental pedagogy including measuring of school performance et vocational and school counseling, child and developmental psychology, other psychological questions linked to education (for instance work psychology, psychology of testing), other domains linked to education in philosophy, religion, sociology and other disciplines. The editorial means used to publish contributions include the following: scientific and pedagogical series, scientific, educational, professional and other types of journals; professional newsletters; grey literature linked to education administration. The geographical diffusion of the texts can be local, regional, national or international.We will present the general configuration, the development during the period and the cultural and linguistic specificities of the publication activity that appear through the analysis in function of the different aspects and categories. More generally, we aim at a better understanding of the types of knowledge produced and of some of the conditions of knowledge production in the ermerging disciplinary field of educational sciences. In addition, we will describe the networks - through common themes and through the editorial means - that organize the actors in their national and international activity.ReferencesDrewek, P. & Lüth, C. (Ed.). (1998). Histoire des sciences de l'éducation. Gent: CSHP.Lagemann, E. (2000). An elusive science. The troubling history of education research. Chicago: Chicago University Press.Hofstetter, R. & Schneuwly, B. (Ed.) (2004). The Role of Congresses and Institutes in the Emergence of the Educational Sciences. Pedagogica historica, 40(4&5)
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