Session Information
17 SES 08, Parallel Paper Session
Parallel Paper Session
Contribution
‚Progressive education’ is viewed today - from a perspective of ‘regressive modernisation’ - as well as a bundle of initiatives centered on cultural, educational and scholastic renewal. In the past decades studies, based on historic records and archives, have been published on individual aspects of ‘Progressive education’. Up to now only few studies have researched the relation of public schools with progressive educational reforms (cf Schmitt 1992). This is particularly true for Switzerland.
The history of scholastic reforms in the public school system induced by the ‘Progressive education’-movement has not yet been empirically researched. There are, however, several studies from the past three decades whose authors have researched topics stemming from the progressive educational era (amongst others Grunder 1986, 1987, 1992, Oelkers 1989, Oelkers, Osterwalder 1999, Hofstetter, Crotti, Osterwalder 2008). An empirically based historical study of progressive education in an international context in public Swiss schools has yet to be carried out.
This research project is based on the history of reception and influence of progressive education within the context of past reform efforts considered as “exceptional situation” (Benner, Kemper 2009). Its aim is to examine how changes in daily scholastic practice in schools (1st – 12th grades) in German-speaking Switzerland (1900 – 1950) exhibited progressive educational features. The research is to be based on heretofore untapped school-related records and archival materials. The focus lies on the ‘realized proportion’ of international / national progressive education approaches in the public schools of German-speaking Switzerland as well as the correlation of international progressive education approaches with the development of the researched public (state) schools. It is to be verified if progressive education approaches (as well as references to the international and national discourse on reforms) are to be found in the records of the researched schools and if the corresponding schools had in fact initiated and realized such reforms.
With reference to the current state of research on this topic the theoretical basis of this project is based on three perspectives that have proven fruitful in earlier research: the concept of a topography of schools (Schmitt 1992), the concept of school portraits (Lönz 1995, Berg 2007) and the concept of microreforms in schools (Cuban 1993, Grunder 1993).
The research project (2013-2016) is comprised of four phases:
a) Compilation of a ‘criteria catalogue’ of progressive educational approaches based on literature as a ‘frame of reference’;
b) Selection of several schools, both domestic and situated abroad, mentioned in the public discourse of that time as ‘progressively educational’. The records of these schools shall be researched with regard to progressive education approaches and these approaches are to be compared with the ‘frame of reference’ previously established;
c) Stratified sampling and records research of the derived samples with the goal of establishing a school portrait of each selected school;
d) Research into progressive education approaches in the school portraits and into the implementation of these approaches within the schools as well as an assessment of the relevance of these approaches for the corresponding schools and an evaluation of their persistence (microreforms).
Method
Expected Outcomes
References
Benner, D., Kemper, H., Theorie und Geschichte der Reformpädagogik (3 Teile, 4 Bde.), Weinheim 2009 (3. Aufl.) Berg, O., Pädagogisches Konzept und Schulprofilakzente, Baltmannsweiler 2007 Crotti, C., Osterwalder, F., Das Jahrhundert der Schulreformen: Internationale und nationale Perspektiven, 1900-1950, Bern 2008 Cuban, L., How Teachers Taught: Constancy and Change in American Classrooms 1890-1990 (Research on Teaching), Teachers College Press 1993 Grunder, H.U., Von der Kritik zu den Konzepten. Aspekte einer Geschichte der Pädagogik der französischspra-chi¬gen Schweiz im 20. Jahrhundert, Fr. a. M. 1986 Grunder, H.U., Das schweizerische Landerziehungsheim im 20. Jahrhundert, Fr. a. M. 1987a (Diss. phil.) Grunder, H.U., Die Ecole Nouvelle in der französischsprachigen Schweiz. Schulkritik und Schulreform zu Beginn des 20. Jahrhunderts, in: Pädagogische Rundschau 6, S. 721-745, 1987b Grunder, H.U., Paul Geheeb und die Ecole d' Humanité in der Schweiz, in: Bildung und Erziehung, 4, S. 379-392, 1987c Grunder, H.U., Jean Piaget als Reformpädagoge. Piaget und die éducation nouvelle zu Beginn des 20. Jahrhunderts: vergessene Kontexte und systematische Bedeutung, in: Pädagogische Rundschau, 5, S. 541 - 563, 1992 Grunder, H.U., Seminarreform und Reformpädagogik (Habilitationsschrift), Bern 1993a Grunder, H.U., Schule als Überbürdung - überbürdete Schule: Und die Schulpädago¬gik? In: SGBF-Bulletin (Publikationsorgan der Schweizerischen Gesellschaft für Bildungsforschung), Heft 2, Aarau 1993b Hofstetter, R., Genève: creuset des sciences de l’éducation (fin du XIXe siècle – première moitié du XX siècle, Genève 2010 Lönz, M., Das Schulportrait. Ein Beitrag der Einzelschulforschung zur Schulreform, Fr.a.M. 1995 Oelkers, J., Reformpädagogik. Eine kritische Dogmengeschichte, Weinheim und Mün¬chen 1989 Oelkers, J., Osterwalder, F. (Hrsg.), Die neue Erziehung. Beträge zur Internationalität der Reformpädagogik, Bern u.a. 1999 Schmitt, H., Topographie der Reformschulen in der Weimarer Republik: Perspektiven ihrer Erforschung, in: Am-lung, U., Haubfleisch, D., Link, J.-W., Schmitt, H., ‚Die alte Schule überwinden. Reformpädagogische Versuchs-schulen zwischen Kaiserreich und Nationalsozialismus, Fr.a.M. 1992, S. 9-32
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