Contrasted Views of New Education on Knowledge and Its Transformation. Anticipation of a New Mode or Ambivalence?

Autor/inn/en	Hofstetter, Rita; Schneuwly, Bernard
Titel	Contrasted Views of New Education on Knowledge and Its Transformation. Anticipation of a New Mode or Ambivalence?
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 45 (2009) 4-5, S.453-467 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
Schlagwörter	Educational Practices; Educational Change; Historians; Progressive Education; Educational History; Child Development; Educational Attitudes; Teaching Methods; Educational Philosophy + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsreform; Historian; Historiker; Reformpädagogik; Progressive Erziehung; History of education; Bildungsgeschichte; Kindesentwicklung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie
Abstract	In the first decades of the twentieth century, it was the turn of the reformist movements themselves to become institutionalised to make their voices better heard, to test their theories, to promote their pedagogic doctrines: through editorial vehicles, social and scientific events, associative networks and movements. Beyond this diversity there was an analogous denunciation of the inadequacy of established educational practices and systems for the specific needs of childhood and a demand for a radical change in educational ideas, in furtherance of an "Education" that was resolutely "new"; a "New Education," a "Progressive Education," "Reformpadagogik," "escola nova," "escuela nueva," a functional education, or an active school to use the terms by which these movements themselves recognised each other. The New Education, diversified though it was, emanated above all from cultured, pedagogic, humanist, intellectual, scientific urban environments, with the conviction that it was through education that humanity could, indeed must, be transformed. This article presents contributions that provide subtly different and contrasting views of New Education on knowledge and its transformation. The analyses proposed in this paper help to enrich, if not transform, what one knows about the relationship between New Education and knowledge. They also enable educators to question the way in which this knowledge is constructed, to study the theoretical and methodological reference points professed by the theorists and historians of the movement, then and now. The analysis of the transformations of knowledge promoted, expected, or constructed by New Education is fertile ground for examining how much the school systems are impregnated by the concepts in vogue a century ago. New Education profoundly transformed all educational knowledge by contributing new knowledge, and above all by reorganising it and by ushering in a change in its mode of production. It foreshadows the new knowledge regime that essentially still dominates in education today. (Contains 15 footnotes. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10