dc.contributor.author | Bulle, Nathalie | |
dc.date.accessioned | 2018-01-05T10:53:09Z | |
dc.date.available | 2018-06-14T10:21:35Z | |
dc.date.issued | 2017 | |
dc.identifier.issn | 0172-6404 | |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/55301 | |
dc.description.abstract | My thesis is that liberal and progressive education models respectively refer to dual and unitary conceptions of intellectual development, and that these differences account for their pedagogical antagonisms. I test the validity of this argument by using it to account for the evolution of Western pedagogy and the fate of liberal and progressive education. I introduce the dualist epistemological premises of the major educational models that have followed one after the other in the history of Western education. Then, I account for the impact of classical empiricism, and later evolutionary doctrines, on the discredit of liberal education and the emergence of educational progressivism. Progressive educational conceptions are rooted in a representation of humankind developed under the influence of the Darwinian revolution. They justify an adaptive model of the mind within the framework of a functionalist psychology. According to alternative currents of modern educational thought, the use of auxiliary means of thought marks a rupture with human biological development. These currents underpin a dual conception of human reason according to which rational or theoretical understanding is a sui generis dimension of thought. They offer support for a modernized version of liberal education. | en |
dc.language | en | |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.other | Liberal education; progressive education; epistemology; intellectual development | en |
dc.title | Educating "Modern Mind" in the Light of the Evolution of Western Educational Thought | en |
dc.title.alternative | Die Erziehung zu 'modernem Denken' im Kontext der Entwicklung westlicher Bildungsgedanken | de |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Historical Social Research | |
dc.source.volume | 42 | |
dc.publisher.country | DEU | |
dc.source.issue | 4 | |
dc.subject.classoz | Basic Research, General Concepts and History of Education and Pedagogics | en |
dc.subject.classoz | Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft | de |
dc.subject.thesoz | education | en |
dc.subject.thesoz | parenting style | en |
dc.subject.thesoz | kognitive Entwicklung | de |
dc.subject.thesoz | kognitive Fähigkeit | de |
dc.subject.thesoz | Western world | en |
dc.subject.thesoz | Erziehung | de |
dc.subject.thesoz | Entwicklung | de |
dc.subject.thesoz | development | en |
dc.subject.thesoz | epistemology | en |
dc.subject.thesoz | westliche Welt | de |
dc.subject.thesoz | cognitive ability | en |
dc.subject.thesoz | Modellvergleich | de |
dc.subject.thesoz | model comparison | en |
dc.subject.thesoz | cognitive development | en |
dc.subject.thesoz | experiential knowledge | en |
dc.subject.thesoz | Erkenntnistheorie | de |
dc.subject.thesoz | knowledge | en |
dc.subject.thesoz | Erfahrungswissen | de |
dc.subject.thesoz | Curriculum | de |
dc.subject.thesoz | Intelligenz | de |
dc.subject.thesoz | intelligence | en |
dc.subject.thesoz | Erziehungsstil | de |
dc.subject.thesoz | curriculum | en |
dc.subject.thesoz | Konzeption | de |
dc.subject.thesoz | conception | en |
dc.subject.thesoz | Wissen | de |
dc.identifier.urn | urn:nbn:de:0168-ssoar-55301-3 | |
dc.rights.licence | Creative Commons - Attribution 4.0 | en |
dc.rights.licence | Creative Commons - Namensnennung 4.0 | de |
ssoar.contributor.institution | GESIS | |
internal.status | noch nicht fertig erschlossen | |
internal.identifier.thesoz | 10039445 | |
internal.identifier.thesoz | 10042613 | |
internal.identifier.thesoz | 10035168 | |
internal.identifier.thesoz | 10040445 | |
internal.identifier.thesoz | 10036415 | |
internal.identifier.thesoz | 10034657 | |
internal.identifier.thesoz | 10042254 | |
internal.identifier.thesoz | 10052601 | |
internal.identifier.thesoz | 10047651 | |
internal.identifier.thesoz | 10042468 | |
internal.identifier.thesoz | 10035762 | |
internal.identifier.thesoz | 10042541 | |
internal.identifier.thesoz | 10040725 | |
dc.type.stock | article | |
dc.type.document | journal article | en |
dc.type.document | Zeitschriftenartikel | de |
dc.source.pageinfo | 253-279 | |
internal.identifier.classoz | 10601 | |
internal.identifier.journal | 152 | |
internal.identifier.document | 32 | |
internal.identifier.ddc | 370 | |
dc.identifier.doi | https://doi.org/10.12759/hsr.42.2017.4.253-279 | |
dc.description.pubstatus | Published Version | en |
dc.description.pubstatus | Veröffentlichungsversion | de |
internal.identifier.licence | 16 | |
internal.identifier.pubstatus | 1 | |
internal.identifier.review | 1 | |
dc.subject.classhort | 10600 | |
dc.subject.classhort | 30300 | |
dc.subject.classhort | 10200 | |
internal.embargo.terms | 2018-06-14 | |
internal.pdf.version | 1.3 | |
internal.pdf.valid | true | |
internal.pdf.wellformed | true | |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |