New Education reference theories: the evolution of an epistemological posture regarding knowledge and science. Pour l'Ere Nouvelle journal (1922-1940).

Author(s):

Beatrice HAENGGELI-JENNI

Conference:

ECER 2009

Network:

17. Histories of Education

Format:

Paper

Session Information

17 SES 07 B, Science and Knowledge Transfer

Paper Session

Time:

2009-09-29

15:30-17:00

Room:

HG, HS 48

Chair:

Bruno Vanobbergen

Contribution

At the beginning of the 20th century, reformers of the international movement called New education – Education nouvelle, Reformpädagogik – claim new educational methods based on scientific knowledge, better suited to children's abilities and interests. As we know, they protest against the old way of teaching where school programs are central. They propose instead a child centred education adapted to child’s development phases. They believe in the power of nature and liberty to develop new individuals and transform humanity. On what reference theories bases itself this new conception of education? What are the dominant ones and how do they influence the reform orientations? Do these theories rally all the reformers or do they arouse tensions and controversies? This paper aims at presenting the results of our recent investigations. They are part of a doctoral thesis studying relations between New Education and Educational Sciences at the beginning of the 20th century (Haenggeli-Jenni, in preparation). Postulating that both movements are closely linked or even interwoven, this thesis intends to identify the type, stakes and characteristics of this link; it studies also the problems, tensions or incompatibilities inherent to this relation. In this paper we focus on the New Education scientific reference theories, especially on the conception of knowledge and science. Our theoretical framework is composed of international studies coming from three major fields: history of New Education (Hameline, 2002; Brehony, 2004; Helmchen, 1993; Oelkers, 1995), history of Educational sciences (Drewek & Lüth, 1998; Hofstetter & Schneuwly, 2002, 2006), history and sociology of sciences – especially studies that analyse the role of specialized journals in the building process of disciplinary fields – (Keiner, 1999; Schriewer, 2000). In this paper, we refer in particular to recent works studying New Education and its knowledge stakes (see all contributions in Hofstetter & Schneuwly, 2009).

Method

The source of our investigations is the international journal Pour l'Ere Nouvelle, published between 1922 and 1940. As the french official organ of the New Education Fellowship, this journal is a perfect standpoint to highlight general tendencies and contrasted positions regarding knowledge and science. Pour l'Ere Nouvelle is analysed through both a quantitative (data base) and a qualitative perspective using four dimensions to collect the data: educative conceptions (child, learning), institutional aspect (schools, associations, congresses), actors (profile, training), knowledge base (reference theories). In this paper we focus on the fourth dimension based on a detailed reading of each article; every element that bring up, in various forms, science, theory, knowledge or reference theories have been collected. It is completed by a cross over analysis of the journal (editorial staff, editors, readership, financers) in order to connect our findings with the evolution of the journal's orientations and objectives through the years.

Expected Outcomes

We can affirm the strong influence of psychology – genetic psychology, child and applied psychology – on the theories of New Education during the 1920’s. Psychology constitutes an epistemological posture that dominates views on education during this period. This posture is characterized by a focus on the individual and a deep interest in the development and fulfilment of the child. From the early 1930’s, we note a general shift of interest, a shift “from child to society”, from “the individual’s to social needs” (Brehony, 2004, p. 750). With the growth of fascism and nationalism in Europe, authors of Pour l’Ere Nouvelle worry about the social dimensions of the reform, work towards its application in various levels of schools (Savoye, 2006). Even if psychology stays a main reference theory during this period, other sciences such as sociology, anthropology, physics or astronomy, become new references that help to study and understand individuals including children.

References

Brehony, K. J. (2004). A New Education for a New Era: The Contribution of the Conferences of the New Education Fellowship to the Disciplinary Field of Education 1921-1938. Paedagogica historica, 40 (5 & 6), 733-755. Drewek, P. & Lüth, C. (Ed.). (1998). History of Educational Sciences – Histoire des sciences de l'éducation. Gent: CSHP. Hameline, D. (2002). L’éducation dans le miroir du temps. Lausanne: LEP. Haenggeli-Jenni, B. (in preparation). Education nouvelle et Sciences de l’éducation : face à face. La revue Pour l’Ere nouvelle, une appréhension francophone des enjeux éducatifs des années 1920-1940. Thèse en Sciences de l’éducation, Université de Genève. Helmchen, J. (1993). Reformpädagogik als pädagogischer Internationalismus? Eine Untersuchung am Beispiel der Beziehungen zwischen der francophonen Education Nouvelle und der deutschen Reformpädagogik im Zeitraum von 1900 bis 1933. Habilitationsschrift, Oldenburg Universität. [Cd-Rom] Hofstetter, R. & Schneuwly, B. (Ed.) (2002). Science(s) de l'éducation (19e-20e siècles). Entre champs professionnels et champs disciplinaires. Erziehungswissenschaft(en) 19.-20. Jahrhundert. Zwischen Profession und Disziplin. Berne: Peter Lang. Hofstetter, R. & Schneuwly, B. (Ed.) (2006). Passion, Fusion, Tension. New Education and Educational sciences - Education nouvelle et sciences de l’éducation (end 19th - middle 20th century – fin 19e - milieu 20e siècle). Berne: Peter Lang. Hofstetter, R. & Schneuwly, B. (Ed.) (à paraître/2009). The New Education at the Heart of Knowledge Transformations (20th century). Paedagogica Historica. International Journal of the History of Education. Keiner, E. (1999). Erziehungswissenschaft 1947-1990. Eine empirische und vergleichende Untersuchung zur kommunikativen Praxis einer Disiziplin. Weinheim: Deutscher Studien Verlag. Oelkers J. (1995). «Reformpädagogik: Aktualität und Historie». In W. Böhm & J. Oelkers (Ed.), Reformpädagogikkontrovers. Würzburg: Ergon, pp. 23-47. Savoye, A. (2006). Un terrain de rencontre de l'Education nouvelle et des Sciences de l'éducation: la réforme de l'enseignement secondaire en France dans l'entre-deux-guerres. In R. Hofstetter & B. Schneuwly (Ed.), Passion, Fusion, Tension. New Education and Educational sciences - Education nouvelle et sciences de l’éducation (end 19th - middle 20th century – fin 19e - milieu 20e siècle) (pp. 359-377). Berne: Peter Lang. Schriewer, J. (2000). Discourse formation in comparative education. Bern: Peter Lang.

Author Information

Beatrice HAENGGELI-JENNI

University of Geneva (Switzerland)

faculty of Psychology and Educational Sciences

Veigy-Foncenex

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