Problems in Contemporary Educational Theory: a Marxist approach [1]

Simon, Brian

doi:10.1111/j.1467-9752.1978.tb00501.x

Cited by 6 publications

(6 citation statements)

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“…Nonetheless, scholarship has not dealt with age-grouping in mass, compulsory, or primary schooling in due depth. Whereas for the United States (Angus et al, 1995; Cohen, 1982) and, to some degree, England (Simon, 1978), short overviews about age grading exist, more detailed scholarship is only available for colonial Australia (Thretewey, 1998). Even major works dealing with the transformations of the organization of mass schooling and teaching in Europe stop short of looking into the pace and characteristics of age grading (Hamilton, 1989; Jenzer, 1991).…”

Section: Age-classes Within the Theory Of Schooling: Bureaucracy And ...mentioning

confidence: 99%

The coming of ‘age’: Educational and bureaucratic dimensions of the classification of children in elementary schools (Western Europe, 19th century)

Caruso

2022

European Educational Research Journal

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Age-classes are a salient feature of modern schooling. Yet how did age-grouping come to prevail in entire school systems? And how was this form of grouping related to educational and pedagogic discussions at the time of its emergence? The article addresses these issues by looking at the historical context within which age classes came to a dominant position: the European nineteenth century. From the perspective of a governmental theorising of modern schooling, the article reconstructs the pace of their imposition and the main arguments in their favour through the analysis of a sample of 125 manuals of school management and organization of teaching. Against the usual description of age classification as a clear sign of the bureaucratic nature of modern schooling, the manuals show a concern about educational issues such as (de)motivation, encouragement and intelligence when discussing the role of age for the organization of elementary schools. The general idea of the modern school as an ‘assembling’ calls for more nuanced historical analyses of different combinations of the pastoral and the bureaucratic as techniques defining this institution.

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Section: Age-classes Within the Theory Of Schooling: Bureaucracy And ...mentioning

confidence: 99%

The coming of ‘age’: Educational and bureaucratic dimensions of the classification of children in elementary schools (Western Europe, 19th century)

Caruso

2022

European Educational Research Journal

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“…In another article in the same year, Simon explored education as an arena of class struggle and resistance to state restructuring along capitalist lines in more depth (SIMON, 1977b). He also took this theme up a few years later in light of the recession of 1979-80 (Simon, 1980a and1980b).…”

Section: -A Era Das Crises Da Educaçãomentioning

confidence: 99%

“…Nevertheless, they can be intensified and heightened in such timesthough there is nothing specific to these crises as flowing from the other elements noted above. Simon takes up this issue again a few years later (Simon, 1980a and1980b).…”

Section: -A Era Das Crises Da Educaçãomentioning

confidence: 99%

“…Em outro artigo do mesmo ano, Simon explorou com mais profundidade a educação como uma arena da luta de classes e resistência à reestruturação do estado sob contornos capitalistas (SIMON, 1977b). Ele também abordou esse tema alguns anos depois sob a luz da recessão de 1979-80 (Simon, 1980a(Simon, e 1980b.…”

Section: -A Era Das Crises Da Educaçãounclassified

“…Embora estas podem se intensificar e aumentar em tais momentosnão há nada específico para essas crises como resultado dos outros elementos mencionados acima. Simon retoma essa questão alguns anos depois (Simon, 1980a(Simon, e 1980b.…”

Section: -A Era Das Crises Da Educaçãounclassified

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Critique of the Classical Theory of Education Crisis

Rikowski

2021

Trab. Educ.

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The Classical Theory of Education Crisis is the default theory utilised by educational theorists for understanding the constitution and explanation of education crises in contemporary society. Following a brief outline of the concept of crisis, and the histiography of the notion of education crisis from the Second World War to the neoliberal recession of 1980-82, there is an outline of The Classical Theory of Education Crisis as most fully expressed in Madan Sarup’s classic Education, State and Crisis: A Marxist Perspective (1982). The key aspect of the Classical Theory is that education crises are derivative of economic crises. This is followed by the main event: critique of the Classical Theory. Its reliance on structuralist thought (with associated determinism, functionalism and reductionism) and the inflow of economics imperialism are some of its key deficiencies. The Conclusion outlines ground still to be covered and the need to move beyond the Classical Theory of Education Crisis.

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The Force of Historicism in the Philosophy of Science

Peters

2020

Wittgenstein, Education and the Problem of Rationality

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Problems in Contemporary Educational Theory: a Marxist approach [1]

Cited by 6 publications

References 0 publications

The coming of ‘age’: Educational and bureaucratic dimensions of the classification of children in elementary schools (Western Europe, 19th century)

The coming of ‘age’: Educational and bureaucratic dimensions of the classification of children in elementary schools (Western Europe, 19th century)

Critique of the Classical Theory of Education Crisis

The Force of Historicism in the Philosophy of Science

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