oxford handbook history of education

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First page of “The Oxford Handbook of The History of Education”

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The Oxford Handbook of The History of Education

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İslam Araştırmaları Dergisi, 2023

HISTORICAL BASE OF EDUCATION IN THE WORLD (Atena Editora), 2022

Durkhein stated that Education is a social fact. This assertion is not surprising for the present, as the study of the historical dimension of education and its different theoretical-methodological approaches circulate widely in the academic field, provide subsidies for the planning of educational actions and public policies in this sector and are frequently disseminated. by the mainstream press. In the study of the historical context in which the slow and progressive constitution of the educational system took place, Durkhein was based on the observation that even in the simplest societies educational actions were instituted to transmit to children and young people their accumulated knowledge, norms, customs, group values and histories. This gives this system a common – social – and essential character. Educational actions must not be understood in isolation from other social attitudes, since, despite the relative autonomy of each social system, they are always parts of a whole with which they are integrated in the pursuit of a common goal.

This text will briefly introduce the programme’s conceptual basis, explaining the methodological steps taken to ensure the comparability of data gathered and the transnational and transcontinental character of the study’s design. In the second section, we will zoom in on doctoral students’ dissertations, which are the opti- mal way to study a discipline’s development and potential. Doctoral students and recent graduates are part of a tradition, a school of thought, and yet they constitute that tradition’s replacement and renewal. Therefore, as graduate stu- dents carry forth the disciplinary torch, they hold the future of the field in their hands. Keywords: mapping the discipline; history of education; dissertations; cultural transfer

Journal of Education Culture and Society, 2022

Aim. The purpose of the study is to reveal the cognitive potential and limitations of causal analysis in historical and pedagogical research and to consider alternative methods of explaining historical and pedagogical facts. Methods. Methodological significance for the study were the principles of historicism, objectivity, historiographical tradition, taking into account the totality of facts. To implement the goal a set of theoretical methods was used: analysis, synthesis, comparison, generalisation, and systematisation of scientific positions, historical-genetic, historical-comparative, historical actualisation of the problem. Results. The essence of causality as one of the most important forms of interconnection and interdependence of phenomena and processes of being, expressing a special genetic relationship between them, reveals the specificity of functional and stochastic (random) causality. Historical forms of determinism were characterised: classical (linear), non-classical (non-linear) and neoclassical (fractal). Conclusion. The search for monocausal determination in the study of historical and pedagogical processes seems unproductive. To get a more complete and reliable picture of the cause-effect relations the causal analysis should be complemented by teleological analysis, which will make it possible to find out not only why, but also for what purpose certain actions were carried out. Only in this case is it possible to provide scientific and objective historical explanations and interpretations, the adequacy of understanding of historical and pedagogical facts, to find ideas and meanings in the past experience, which will help to solve contemporary educational problems, to predict the development of education in the future.

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