Foster B. Roberts, Milorad M. Novicevic, John H. Humphreys
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引用次数: 0
摘要
目的本研究旨在介绍罗伯特-欧文在印第安纳州新哈莫尼市所作的社区实验中有关教育领域社会创新的 ANTi 微历史。作者采用 ANTi 微历史方法，使用米尔斯等人（2022 年）最近提出的五步程序（Tureta 等人（2021 年）最初提出的五步程序的一个版本）来解读围绕社会创新的争议。研究结果作者发现，新和谐社区的教育领袖先于德鲁克（1957 年）和费尔韦瑟（1967 年）等创新倡导者，将教育视为一种社会创新形式。原创性/价值作者通过探索新和谐社区的教育社会，揭示了可持续社会创新的实施和人文管理教育的起源故事，为教育领域的社会创新史做出了贡献。
ANTi-microhistory of social innovation: humanistic education at Robert Owen’s New Harmony experiment
Purpose
The purpose of this study is to present ANTi-microhistory of social innovation in education within Robert Owen’s communal experiment at New Harmony, Indiana. The authors zoom out in the historical context of social innovation before zooming into the New Harmony case.
Design/methodology/approach
The authors used ANTi-microhistory approach to unpack the controversy around social innovation using the five-step procedure recently proposed by Mills et al. (2022), a version of the five-step procedure originally proposed by Tureta et al. (2021).
Findings
The authors found that the educational leaders of the New Harmony community preceded proponents of innovation, such as Drucker (1957) and Fairweather (1967), who viewed education as a form of social innovation.
Originality/value
The authors contribute to the history of social innovation in education by exploring the New Harmony community’s education society to uncover the enactment of sustainable social innovation and the origin story of humanistic management education.
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