17 SES 13 A, Entering the New Communities of Historians of Education after 1945: Former Eastern (Part I)
Symposium Part I, to be continued in 17 SES 14
In the 20th century, pedagogical communities and pedagogical scientific communities represent an important instrument of national (and also international) pedagogical networking. The presentation topographically describes the development of pedagogical scientific communities in Czechoslovakia in the 20th century and examines 1) which goals these communities pursued in the democratic conditions of the interwar period (with reference to Czechoslovak but also to Sudeten German pedagogical science) and in the period of communist power after the Second World War; 2) with which practices, patterns of argumentation, media these goals could be realized by the actors and 3) whether they acted successfully or unsuccessfully in this process. We are interested in the questions of continuity and discontinuity of educational networking in the interwar period and in the period of 1948–1989. We use various primary sources to reconstruct the international networking of Czechoslovak pedagogical science in the interwar period (study trips abroad, membership in international scientific organizations and also in associations of progressive education such as The New Educational Fellowship) and then its "re-orientation" towards Soviet pedagogical science within the framework of the socialist Czechoslovak Academy of Sciences in Prague, or its scientific networking with the countries of the former "Eastern Bloc". At the end of the speech, we will briefly address the question of the "re-orientation" of Czech pedagogical science after 1989, when the "established" international scientific networks and "channels" were dissolved. We introduce briefly whether Czech pedagogical science is questioning its communist past after 1989 and how the role of the socialist pedagogical scientific communities is analysed today in Czech research, not only in the history of education. Our aim is to design the analysis in such a way that it enables and illuminates the comparison of the Czech (Czechoslovak) example with other examples from Central and Eastern Europe in a transnational perspective.
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