A Historical Introduction to Continental Pedagogics from a North American Perspective

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Anja Kraus, Rose Ylimaki
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Abstract

This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language-sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such as educational practices, goals, norms, and organizational forms of educational institutions. John Dewey's educational theories exemplify the North American perspective on Continental pedagogics and its study of the fundamental nature of knowledge, reality, and existence. Dewey's writings diverge notably from this tradition, as he integrated into his work American pragmatism and an interest in the scientific method, an interest that plays a role in today's policy trends in the United States and elsewhere. Then again, Dewey took a critical stand toward instrumentalizing pedagogics for political aims. On this point, the German-born political philosopher Hannah Arendt agreed with him. As Arendt can be seen as an example of a Continental perspective on philosophy that includes a strong warning to separate politics and education, she relates to Dewey's argument against instrumentalization. Thus, this article also features some of her work. The overall intention is to contribute to a renewal of a language for pedagogics by delineating a historical-philosophical perspective on this specific field of professional practice.

从北美视角看大陆教学法的历史简介
本文旨在介绍欧洲大陆教学法传统,特别是从北美的角度进行讨论。文章首先概述了欧洲大陆传统及其主要人物。在这里,我们发现了一种对人(即儿童)的哲学态度,因此也是一种对语言敏感的态度;以及一种特定的教育学术语,即对教育现实的描述和解释,如教育实践、目标、规范和教育机构的组织形式。约翰-杜威的教育理论体现了北美大陆教育学的观点及其对知识、现实和存在的基本性质的研究。杜威的著作明显偏离了这一传统,因为他在作品中融入了美国实用主义和对科学方法的兴趣,这种兴趣在当今美国和其他地方的政策趋势中发挥了作用。不过,杜威对将教育学工具化以达到政治目的持批判态度。在这一点上,出生于德国的政治哲学家汉娜-阿伦特(Hannah Arendt)与他的观点不谋而合。由于阿伦特可被视为大陆哲学观点的典范,其中包括对政治与教育分离的强烈警告,因此她与杜威反对工具化的论点有关。因此,本文也介绍了她的部分作品。本文的总体意图是通过从历史哲学的角度对教育学这一特定的专业实践领域进行阐述,为更新教育学的语言做出贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
EDUCATIONAL THEORY
EDUCATIONAL THEORY EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
0.00%
发文量
19
期刊介绍: The general purposes of Educational Theory are to foster the continuing development of educational theory and to encourage wide and effective discussion of theoretical problems within the educational profession. In order to achieve these purposes, the journal is devoted to publishing scholarly articles and studies in the foundations of education, and in related disciplines outside the field of education, which contribute to the advancement of educational theory. It is the policy of the sponsoring organizations to maintain the journal as an open channel of communication and as an open forum for discussion.
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