Smeyers / Depaepe Educational Research: the Educationalization of Social Problems

2008
ISBN: 978-1-4020-9724-9
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 3, 247 Seiten

Reihe: Educational Research

Pushing 'social' responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use 'Educationalization' to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the 'modernization' of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on 'educationalization' to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the 'learning society', citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind. 'Smeyers' and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!' Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland 'This is a challenging, critical and analytical treatment of the tendency of contemporary
administrations to overburden educational institutions with the expectation that they
will provide the solutions to an increasingly diverse range of social and economic
problems.  It brings together the theoretical resources of a distinguished international
group of philosophers and historians of education and deserves the careful attention of
educational policy makers, practitioners and researchers alike.' David Bridges, Von Hügel Institute, St Edmund's College, Cambridge, England This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community are Educational Research: Why 'What Works' Doesn't Work (2006) and Educational Research: Networks and Technologies (2007).  

Autoren/Hrsg.

Smeyers, Paul

Depaepe, Marc

Inhaltsverzeichnis

1;Contents;6
2;Introduction–Pushing Social Responsibilities: The Educationalization of Social Problems;8
2.1;Notes;17
3;About Pedagogization: From the Perspective of the History of Education;19
3.1;2.1 Pedagogization as a Container Concept;19
3.2;2.2 Pedagogization as the Pedagogical Basic Semantic of a Didactic Grammar;22
3.3;2.3 Pedagogization as a Component of a ‘Historical’ School Theory;25
3.4;2.4 ByWay of Conclusion: The End of Pedagogization?;30
3.5;Notes;31
3.6;References;32
4;The Educationalization of the ModernWorld: Progress, Passion, and the Protestant Promise of Education;37
4.1;3.1 Introduction;37
4.2;3.2 The Ideological Conflict Between the Rise of Commerce and the Renaissance of Republicanism Around 1700;40
4.3;3.3 BotanizingWomen and Adjusting the Vocabulary: The British Example;42
4.4;3.4 The Conflict Between the Rise of Commerce and the Renaissance of Republicanism Around 1750;43
4.5;3.5 Educationalization of the ModernWorld: The Swiss Protestant Promise;45
4.6;3.6 Outlook: Education, Schooling, and Progress;49
4.7;Notes;50
4.8;References;51
5;Educationalising Trends in Societies of Control: Assessments, Problem- Based Learning and Empowerment;53
5.1;4.1 Rationalisation;54
5.2;4.2 Societies of Control;55
5.3;4.3 Seeing the World in Terms of Problems to be Solved;61
5.4;4.4 Norm-Referenced Evaluations;62
5.5;4.5 Conclusion: Educationalisation Is More Powerful than Ever;63
5.6;Notes;64
5.7;References;65
6;Educationalization in a USA Present: A Historicist Rendering;66
6.1;5.1 Introduction;66
6.2;5.2 Historicist Philosophy;67
6.3;5.3 USA Present I;69
6.4;5.4 Standard Account;71
6.5;5.5 Reform;73
6.6;5.6 USA Present II;75
6.7;5.7 Crisis;77
6.8;5.8 USA Present III;79
6.9;5.9 Conclusion;81
6.10;Notes;81
6.11;References;82
7;Cultural Capital as Educational Capital— The Need For a Reflection on the Educationalisation of Cultural Taste;84
7.1;6.1 Educationalizing Culture or Culturalizing Education?;84
7.2;6.2 The Concept of Cultural Capital: Revisiting Bourdieu;87
7.3;6.3 Cultural Capital: To be or Not to be in Education;88
7.4;6.4 Reception Today of Cultural Capital: Torn Between Bildung and Postmodern Lifestyles;90
7.5;6.5 Cultural Capital: To be or Not to be in Educational Research;96
7.6;6.6 Conclusion;98
7.7;References;99
8;The ‘Educationalisation’ of the Language of Progressivism Exploring the Nature of a True Alternative;101
8.1;7.1 Framing Progressivism;101
8.2;7.2 A Foucauldian Research Alternative: The Free Text;102
8.3;7.3 Abandoning Progressive Education: Talking About ‘ Interest’;103
8.4;7.4 On the Similarity Between Progressive Education and Learning Theories;104
8.5;7.5 The Alternative School as Added Value;105
8.6;7.6 A ‘Starterkit’ for Progressive Schools;107
8.7;7.7 Free Writing or What Rests;108
8.8;Notes;110
8.9;References;110
9;Parenting and the Art of Being a Parent;112
9.1;8.1 Dipping into the Technological Submergence of Education;112
9.2;8.2 Challenges for Parents: The Imperative of Technology;114
9.3;8.3 Something Old, Something New, Something Borrowed,;115
9.4;8.4 . . . Something Blue? The Dangers Posedby the Imp of Technologization;118
9.5;8.5 Paying Full Attention;120
9.6;8.6 A Plea for Being a Parent `a la Pirsig: Being So;122
9.7;8.7 In Conclusion: On Educationalization and the Expert/ Parent- Relationship;123
9.8;Notes;125
9.9;References;125
10;The Educationalisation of Social Problems and the Educationalisation of Educational Research: The Example of Citizenship Education;127
10.1;9.1 Introduction;127
10.2;9.2 The Educationalisation of Social Problems Through Citizenship Education: An Example of the Response from Educational Research;128
10.3;9.3 Normalisation and Educationalisation;136
10.4;9.4 Conclusion: Educationalisation of Educational Research;140
10.5;Notes;141
10.6;References;142
11;Higher Education and Hyperreality;143
11.1;10.1 Introduction;143
11.2;10.2 Higher Education in the United Kingdom;144
11.3;10.3 The Economic Basis ofWidening Participation Policies;146
11.4;10.4 The Social Justice Basis for Widening Participation Policies;148
11.5;10.5 Simulations of Widening Participation in Higher Education;150
11.6;10.6 Widening Participation Is Not Happening;153
11.7;10.7 Conclusion;154
11.8;Note;155
11.9;References;155
12;Education for the Knowledge Economy;158
12.1;11.1 Introduction;158
12.2;11.2 de Gaulle and French Educational Reforms;159
12.3;11.3 The New Zealand Experiment;162
12.4;11.4 The Manufacture of a Crisis;167
12.5;11.5 Conclusion;168
12.6;Notes;169
12.7;References;169
13;The Social, Psychological, and Education Sciences: From Educationalization to Pedagogicalization of the Family and the Child;171
13.1;12.1 Educationalization: The Expertise of the Family and Processes of Abjections in the Turn of the 20th Century;172
13.2;12.2 The Pedagogicalization of Life: The Family and Child as Lifelong Learners and Processes of Abjections at the Turn of the 21st Century;181
13.3;12.3 Some Concluding Thoughts;187
13.4;Notes;188
13.5;References;188
14;‘It Makes Us Believe That It Is About Our Freedom’: Notes on the Irony ofthe Learning Apparatus;191
14.1;13.1 Introduction;191
14.2;13.2 Learning as a Problem/Solution;192
14.3;13.3 The Governmentalization of the Learning and the Learning Apparatus;195
14.4;13.4 Conclusion;200
14.5;Notes;203
14.6;References;203
15;The Pädagogisierung of Philosophy;205
15.1;14.1 Introduction;205
15.2;14.2 What is Philosophy?;206
15.3;14.3 Interlude;211
15.4;14.4 Clarity, Rigour, Literature;212
15.5;Notes;215
15.6;References;215
16;The Education Concept;216
16.1;15.1 Analysing Concepts;217
16.2;15.2 Conceptual Analysis and the Linguistic Turn;218
16.3;15.3 Symbolic Investiture and the Concept;219
16.4;15.4 Creating Concepts;220
16.5;15.5 The Empty Name of Thought;221
16.6;15.6 Names and Concepts;223
16.7;Notes;224
16.8;References;224
17;Afterword;226
17.1;16.1 Educational Research: Troubled Water;227
17.2;16.2 Some Results;230
17.3;16.3 ‘Clearly’, a Follow-Up;235
17.4;Note;236
18;Notes on Contributors;237
19;Index;242