Jugend als Objekt der Wissenschaften

Dudek, Peter

doi:10.1007/978-3-322-97007-7

Cited by 64 publications

(5 citation statements)

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“…These studies refer to the history of the teacher education institution and of teacher trade unions that have constituted, since the nineteenth century, a central moving force for the creation and evolution of institutions dedicated to educational reflection and research (Drewek, 1998). And from the beginning of the twentieth century, some studies mention extra-university institutions (like the Institut Jean-Jacques Rousseau [Hofstetter & Schneuwly, 1998]; or the Hamburg institute founded by Meumann and developed by Stern [Dudek, 1990]) that allow the crossing of certain disciplinary frontiers, but also look to the history of other disciplines like philosophy and, above all, psychology, whose laboratory work took the educational field as a domain of application (the Vienna Institute of Psychology [Benetka, 1995]).…”

Section: Institutions Devoted To Researchmentioning

confidence: 99%

Institutionalisation of Educational Sciences and the Dynamics of Their Development

Hofstetter

Schneuwly

2002

European Educational Research Journal

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The articles in the first issue of the European Educational ResearchJournal aim to analyse the moving forces of the emergence and evolution of educational sciences as a disciplinary field, i.e. as a social institution that is specialised in the production, discussion and diffusion of knowledge about education. The articles explore the hypothesis that the process of emergence and evolution is strongly interwoven with reforms that take place in the whole educational system, from primary school to university, and more generally with the evolution of social demands coming from the fields of education. They pay particular attention to the relationship between the evolution of educational sciences and professional qualification requirements.

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Section: Institutions Devoted To Researchmentioning

confidence: 99%

Institutionalisation of Educational Sciences and the Dynamics of Their Development

Hofstetter

Schneuwly

2002

European Educational Research Journal

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“…Für die junge Generation wird ein Bild von weltlichen "Versuchungen", umgeben von Gefahren und Gefährdungen (vgl. Dudek 1990, Hafeneger 1995, der "Gelüste und Begierden" angeboten, die in die ewige Verdammnis führen würde. In den letzten Jahren der Weimarer Republik war die Rede von Zerfall und Auflösung der gesellschaftlichen und staatlichen Ordnung, von "Finsternismächten", die "alles Gute und Rechte zerstören wollen.…”

Section: Vorstand Und Hausväter Berichtenunclassified

“…Jugend war bis weit ins 20. Jahrhundert Objekt der Erziehung und wurde auch in den Wissenschaftendas zeigt die Geschichte der Jugendforschung -als Objekt behandelt (vgl Dudek 1990)…”

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„Uns wurde die Würde genommen“

Morgenstern-Einenkel¹,

Hafeneger²,

Baums-Stammberger³

2019

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“…[3] The history of pedagogy or educational sciences has now also become the object of studies that are inspired in one way or another by approaches like these. Our proper investigation takes into account these studies, and among them those of Dudek, 1989;Oelkers, 1989;Depaepe, 1993;Simon, 1994;Benetka, 1995; and the contributions edited by Drewek & Luth, 1998;Hofstetter & Schneuwly, 1998, 2002, and Zelder & König, 1999 We use this second concept when we later insist on the uncertain and fluid frontiers of a discipline, on its evolving dimensions, and on its interweaving with other social practices, more particularly with socio-professional ones.…”

Section: Notesmentioning

confidence: 99%

Interweaving Educational Sciences and Pedagogy with Professional Education: Contrasting Configurations at Swiss Universities, 1870–1950

Späni

Hofstetter

Schneuwly

2002

European Educational Research Journal

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This article presents some results of research aimed at analysing the emergence of pedagogy/educational science(s) in Switzerland. It focuses on the evolution of academic chairs, their holders, their denominations and their relationship to professional fields and other disciplines. In a first, empirical part, professorial chairs are analysed in four Swiss universities (Basle, Bern, Geneva and Zurich). The data show important differences between Geneva, where autonomous chairs were introduced quite early and where an empirical approach dominated, and the other universities, where pedagogy remained dependent on philosophy and became autonomous only in the 1950s. In order to understand these differences, the evolution of the universities in Geneva and Bern is analysed in more detail, particularly the relationship between the disciplinary field and teacher education. The institutional articulation between teacher education and the academic chair(s) and the orientation toward primary or secondary teacher education seem to be important distinguishing factors that led to different evolutions in the two sites. Other factors, like the relationship to school reform, to political administration, and to teacher trade unionism reinforced the differences. The question of larger cultural influences is raised in conclusion, contrasting the Swiss-German universities, clearly oriented towards Germany, with the Genevan site, which is more multifaceted, and even eclectic.This article presents the results of a collective research project into the origins of the pedagogical (educational) sciences within Switzerland.[1] We sought to identify the dynamics which created a new disciplinary field at the turn of the

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Jugend als Objekt der Wissenschaften

Cited by 64 publications

References 0 publications

Institutionalisation of Educational Sciences and the Dynamics of Their Development

Institutionalisation of Educational Sciences and the Dynamics of Their Development

„Uns wurde die Würde genommen“

Interweaving Educational Sciences and Pedagogy with Professional Education: Contrasting Configurations at Swiss Universities, 1870–1950

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