Educational Sciences: Evolutions of a Pluridisciplinary Discipline at the Crossroads of Other Disciplinary and Professional Fields (20th Century)

Autor/in	Hofstetter, Rita
Titel	Educational Sciences: Evolutions of a Pluridisciplinary Discipline at the Crossroads of Other Disciplinary and Professional Fields (20th Century)
Quelle	In: British Journal of Educational Studies, 60 (2012) 4, S.317-335 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1005
DOI	10.1080/00071005.2012.729666
Schlagwörter	Intellectual History; Education; Sciences; Educational Research; Child Behavior; Intellectual Disciplines; Interdisciplinary Approach; Schools of Education; Educational Psychology; Social History; Foreign Countries; Belgium; France; Germany; Switzerland (Geneva); United Kingdom (Great Britain); United States + Suchen Sie Ihr Suchwort? Geistesgeschichte; Bildung; Erziehung; Science; Wissenschaft; Bildungsforschung; Pädagogische Forschung; Geisteswissenschaften; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erziehungswissenschaftliche Fakultät; Erziehungspsychologie; Pädagogische Psychologie; Sozialgeschichte; Ausland; Belgien; Frankreich; Deutschland; USA
Abstract	Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the "process of disciplinarisation" of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10