The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory

Trine Øland; Christian Sandbjerg Hansen

The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory

Trine Øland, Christian Sandbjerg Hansen

Institut for Kommunikation

Abstract

This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.

Originalsprog	Dansk
Publikationsdato	1 apr. 2014
Antal sider	27
Status	Udgivet - 1 apr. 2014
Begivenhed	European Social Science History Conference: Session: Writing contemporary history of education - challenges and methods - Vienna, Østrig Varighed: 23 apr. 2014 → 26 apr. 2014 Konferencens nummer: 10th

Konference

Konference	European Social Science History Conference
Nummer	10th
Land/Område	Østrig
By	Vienna
Periode	23/04/2014 → 26/04/2014

Emneord

Det Humanistiske Fakultet
educational theory
epistemology
philosophy
history
Foucault
social history
Bourdieu
new sociology of ideas

Adgang til dokumentet

https://esshc.socialhistory.org/conferences/esshc-vienna-2014

Citationsformater

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title = "The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory",

abstract = "This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the {\textquoteleft}great{\textquoteright} thinkers{\textquoteright} ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum. ",

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note = "European Social Science History Conference : Session: Writing contemporary history of education - challenges and methods, ESSHC ; Conference date: 23-04-2014 Through 26-04-2014",

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T1 - The social making of educational theory

T2 - European Social Science History Conference

AU - Øland, Trine

AU - Hansen, Christian Sandbjerg

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N2 - This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.

AB - This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.

KW - Det Humanistiske Fakultet

KW - educational theory

KW - epistemology

KW - philosophy

KW - history

KW - Foucault

KW - social history

KW - Bourdieu

KW - new sociology of ideas

M3 - Paper

Y2 - 23 April 2014 through 26 April 2014

ER -