News
New book published: Languages of Education
by Daniel Tröhler
Languages of Education: Protestant Legacies, National Identities, and Global Aspirations
In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the "language" of the academic discipline of education. Arguing the value of looking at languages rather than arguments - langues rather than paroles - this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism. Tröhler’s argument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Elegantly written, with the historian’s attention to archival material, this book enables the reader to understand the complex and different social, cultural, religious, and political context factors embedded in the "thought" of schooling and its objects of scrutiny - its notions of the child and teacher. Languages of Education is essential reading for scholars and students across the fields of history and philosophy of education, curriculum studies, and comparative education.
http://www.routledge.com/books/details/9780415995085/
Conference: Theory and Data in the History of Education: A Cross-Cultural and Cross-Generational Exchange
An international conference on Theory and Data in the History of Education: A Cross-Cultural and Cross-Generational Exchange organised by the research unit LCMI will be held from 25 to 26 August 2011 at the University of Luxembourg (Campus Walferdange).
The aim of this conference is to develop a forward motion for a broader endeavour in the field of the history of Education within the larger domain of educational research. First we want to establish an ambitious vision for what educational histories should be, grounded in our analysis of the problem with current work in the field. This ambition is grounded in the problem that researchers from Continental Europe usually do studies that are long on theory and short on data while we have the opposite case within the research field led by American educational historians. We see the need to weave these two partial approaches together and at the same time to internationalize our field. In pursuing these goals, the proposed conference will bring together a small group of established and emerging scholars from America and Europe with the intent of forging a new consensus across this cultural and epistemological divide while developing a new generation of scholars for whom this kind of consensus will become business as usual.
The conference is the third of an extended series of conferences along the same lines, building on an initial program launched in 2009 at the University of Berne and followed by a second edition in 2010 at Stanford University.
Program available here .
Organizing committee: Daniel Tröhler, Thomas Lenz, Ragnhild Barbu, Sofia Pacheco, Diana Gonçalves (Luxembourg)
Scientific committee: Karin Priem (Luxembourg), David Labaree (USA), Fritz Osterwalder (Switzerland), Tom Popkewitz (USA), Peter Voss (Luxembourg)
Psychoanalytische Arbeitstagung - Die Übertragung in Bildungssituationen
24.-25. November 2010, 9:30 Uhr
Campus Walferdange, Geb. III, Raum 010
Vortragende Teilnehmer: Prof. Karl-Josef Pazzini (Hamburg), Prof. Marianne Schuller (Hamburg), Prof. Margret Dörr (Würzburg), Prof. Marie-Paule Matthey (Bern), Dozent Jean-Marie Weber (Luxemburg)
Folgende Fragen sollen diskutiert werden:
- Wie kann der Lehrer und Ausbilder lernen mit der Übertragung zu arbeiten? Wie kann er ein Gespür für seine Gegenübertragung bekommen? Wie kann er Effekte der Übertragung ausmachen, wie soll er mit Resistenzen umgehen?
- Wie sollten Praxislehrer und Mentoren ausgebildet werden, um angehende Lehrer dabei zu unterstützen, auf der Suche nach ihrer „professionellen Identität“, Symbolisches, Imaginäres und Reales zu verbinden?
- Welche epistemologischen Auseinandersetzungen und welche Forschungen müssen Psychoanalytiker, die sich ins pädagogische Feld begeben, leisten, um dort einen legitimierten Platz einnehmen zu können?
- Welche Unterschiede gibt es zwischen der Übertragung in der psychoanalytischen Kur und im Bereich der Bildung wie auch der professionellen Ausbildung?
Einschreibung bei: jean-marie.weber@uni.lu
New book published: Pragmatism and Modernities
by Daniel Tröhler, Thomas Schlag and Fritz Osterwalder
Pragmatism belongs – at least to a certain degree – to the Protestant-based reaction towards the economic,social, and political developments of the time in the US, and it is no coincidence that the pragmatists all came from religious families if not even theologian families. But these life conditions have changed over the course of the last century as much as the Protestant self-assurance has been questioned more and more. The question discussed in this book byi nternational scholars isa s to whether the possible modernity of pragmatism of around and after 1900 can still be labeled modern today, in the modernity (or post-modernity) around and after 2000. Has philosophy and philosophy of education found better alternatives? Have the alternatives of the time around 1900 proven to be better? Were the contemporary critics of pragmatism right? These questions are discussed in fourteen chapters clustered in three lager parts: The first part deals with pragmatism and modernity around 1900, the second part discusses contemporary alternatives to pragmatism and critics of pragmatism, and the third and last part of the book deals with the modernity of pragmatism today.
Intended audience:
- philosophers
- philosophers of education
- historians
- historians of education
- religious educators
- historians of sociology
- cultural historians
- political scientists
- postmodernists
ISBN 978-94-6091-344-0 hardback, ISBN 978-94-6091-343-3 paperback, September 2010, 260 pages
Towards the learning democracy: Reconnecting education, citizenship and the political
10 March 2010, 6.00 p.m., Campus Walferdange, Building III, Room Piaget
Prof. Dr. Gert Biesta, University of Stirling, UK
There is a tendency, both within the field of education and the field of policy, to see education and lifelong learning as ‘instruments’ for the production of ‘good citizens’. In this presentation, Prof. Biesta explores a different connection, one which takes its starting point in the democratic quality of the processes and practices that make up the everyday lives of children, young people and adults and which explores the opportunities for civic learning within and in relation to such practices. Prof. Biesta refers to this as the ‘learning democracy’ – an idea, which emphasises the experimental character of democracy and the necessary role of learning within democratic practices. The presentation combines questions of theory – particularly theorising civic learning – with analysis of recent policy developments in relation to citizenship education and civic learning.
Popular Education in Latin America at the end of the 20th Century – Experiences of Participation
27 May 2010, 5.15 - 6.45 p.m., Campus Walferdange, Building III, Room Montessori
Prof. Rosa Bruno-Jofré, PhD, Queens University, Canada
The history of alternative education practices characterized by strong transformative tones began in Latin America early in the twentieth century. These practices were motivated by the perceived needs and aspirations of the popular classes and were led by public intellectuals and leaders committed to change, left wing political organizations, and peoples’ organizations. The popular universities that emerged in various countries in the early 1920s, the groups around José Carlos Mariátegui in Peru, and Sandino and the Academy at El Chipote in Nicaragua are examples of informal popular education practices. The winds of change brought by 'new education' along with the political mobilization of the time reached the educational system.
Students are very welcome, please note that no public lecture certificate will be signed.
The Ten Commandments of Good Practices in History of Education Research – A reply to my critics
21 October 2010, 7.15 p.m, Campus Walferdange, Building III, Room Piaget
22 October 2010, 9.00 a.m - 5 p.m: Doctoral Workshop
Prof. Dr. Marc Depaepe, Katholieke Universiteit Leuven, Belgium
In the current issue of the 'Zeitschrift für pädagogische Historiographie', the eminent historian of education Marc Depaepe (KU Leuven) has published 'The ten commandments of good practices in history of education research'. These commandments have been discussed critically in the same issue of the journal by further eminent education historians from England, France, Canada, US, Germany, Argentina and Japan (you may download the article and critics
here
).
In order to enhance the international discussion on the history of education, the LCMI research field 'History and theory of education and curriculum' of the University of Luxembourg and the department 'General and Historical Educational Science' of the University of Berne (Prof. Dr. Fritz Osterwalder) invited Marc Depaepe to reply to his critics in a public lecture. Subsequent to the public lecture, Prof. Marc Depaepe will work with (post-)doctoral students and memebers of LCMI exploring the application of the commandments on their (post-)doctoral research projects on Friday, 22 October.
Please submit your application to: ragnhild.barbu@uni.lu. Deadline: 31 August 2010
