Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
KrzysztofMaliszewski
Apedagogicalhistoryofeducation:
Ethicalandaestheticaspectsofhistoriography
inthecontextofeducation
Thestatusofthehistoryofeducation
Inthefaceofthechangesoccurringincontemporaryhumanities,the
traditionalargumentsoverthemethodologicalstatusofthehistoryofedu-
cation—itsdisciplinarycategoryandtheboundariesofresearch—lose
theirsignificance.Whathasfordecades,atleastsincethemid-warperiod,
capturedtheatentionofresearchers—whetherthehistoryofeducation
shouldbeincludedwithinthesphereofhistory(withitscharacteristicway
ofregardingsourcesandtheacceptedfieldsofsocio-politicalreferences),
orratherwhetheritshouldbetreatedasasub-disciplineofpedagogy
(irrevocablytiedtothecontemporaryproblemsofeducation),orwhether
itshouldbegivenanautonomousstatus(withonlyapplicablerelation-
shipstohistoryandpedagogy);whetheritsresearchsubjectshouldbe
educationalinstitutionsorrathereducationalideas,orperhapsartisticor
philosophicalculturalinfluences(Hellwig,1993;Jakubiak,1993;Drynda,
1993;Palka,1993)—today,inasituationthatforcesustorethinkthe
consequencesofvariousculturalturns(Bachmann-Medick,2012),itseems
insignificantandisoflitleconcerntoanybody(apartfrom,perhaps,
isolatedgroupswhohavelostcontactwithcontemporarythought,with
whateverhappensoutsideoftheirfossilizedspecialization).Ageodetic
approachtoacademia,wherelitleresearchplotsarefencedinandrigor-
ousrespectfortheboundariesensurestheirpurity,hasalreadylongago
exposeditsinfertilityintheatemptsatafulleranddeeperexplanation
ofhumanreality.Theconventionalsocialdivisionofacademicresearch
doesnotnecessarilyensureanintegralandsubtleinterpretationofhuman
