The study of education as a university subject in Britain

Simon, Brian

doi:10.1080/03075078312331379071

Cited by 15 publications

(8 citation statements)

References 3 publications

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“…At the turn of the twentieth century, the chairs in education were frequently held by professors whose profile and attributes were eclectic, and their contribution to educational research and to academic and professional programmes is not clearly defined (Schwenk, 1977/78;Brezinka, 1995;Härnqvist, 1997;Cruikshank, 1998;Gautherin, 2002;Späni, 2002). Only in a second phase, lasting the whole of the twentieth century, with an acceleration in the last decades of the century, in these two countries, as in many others, did academic chairs that clearly belong to the disciplinary field grow strongly in number, become definitively settled, and be held by representatives of the field who have a mandate for research and are socialised in the discipline (Escolano et al, 1980;Simon, 1994;Baumert & Röder, 1994;Campos, 1995;Charlot, 1995;Kloprogge et al, 1995;Rinne, 1995Rinne, , 2000Rosengren & Ohngren, 1997;Gretler, 2000;Bertolini & Tarozzi, 2002).…”

Section: Academic Chairsmentioning

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: Academic Chairsmentioning

confidence: 99%

Institutionalisation of Educational Sciences and the Dynamics of Their Development

Hofstetter

Schneuwly

2002

European Educational Research Journal

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“…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. [5] There is an important risk of anachronism (Gillispie, 1988) or presentism ('tunnel effect'); see also the subtle discussion of the different possible drifts by Blondiaux & Richart, 1999.…”

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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“…degrees (in Butcher & Rudd, 1972). Simon (1983) describes how education as a university subject has "come of age', whether it produces better or worse teachers is an unasked question. Davies (1981) asks whether the social worker with a sociology or psychology degree is necessarily a better social worker than one without, and says the answer is "a resounding no" (p. 196).…”

Section: The Ethos Of the Universitymentioning

confidence: 99%

Skills, professional education and the disabling university

Cohen

1985

Studies in Higher Education

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The education and training of professionals concentrates on developing the theoretical and knowledge base of that profession and to a lesser extent on the skills with which the profession performs its tasks. Within higher education most attention is paid to theoretical knowledge; the development of skills is usually expected to occur within the practice element of professional training, e.g. articles, teaching practice, supervised fieldwork, etc.In a wide range of professions studied (law, teaching, social work, youth and community work) little attention is paid to what one can describe as non-exclusive skills and knowledge. These include the skills and knowledge necessary for:(a) working in one to one situations, including interviewing," (b) working in teams and other co-operative situations; (c) continued learning, monitoring and evaluation; (d) the organisation of one's own work; (e) enabling others to learn.These non-exclusive skills are essential prerequisites to good professional practice; the lack of them leads to many of the most serious criticisms by consumers of professional services.Generally the higher education element of professional education ignores these skills. Where attention is paid to these issues, the methods used are often inappropriate;focus is on theories of practice as opposed to capacity to apply knowledge and theory. Assessment is based on ability to know and discuss, rather than ability to perceive what is necessary and to act. The assumption is made that to know about something means that one can do it in practice.The values and methods of higher education are in general inimical to these nonexclusive skills and knowledge. Unless the greatest care is taken with methods of teaching, the learning environment, course organisation and assessment, the values and skills that students acquire will unfit them for good professional practice. This is partly rectified by the practice element of professional education. However, there is no gUarantee that the,average or even good professional practitioner, who is usually responsible for a student's learning, can enable another's learning. It is more likely that they wilt utilise the inappropriate methods by which they themselves have learnt.

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The study of education as a university subject in Britain

Cited by 15 publications

References 3 publications

Institutionalisation of Educational Sciences and the Dynamics of Their Development

Institutionalisation of Educational Sciences and the Dynamics of Their Development

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

Skills, professional education and the disabling university

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