The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory
Research output: Contribution to conference › Paper › Research › peer-review
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The social making of educational theory : Unraveling how to understand the content, emergence and transformation of educational theory. / Øland, Trine; Hansen, Christian Sandbjerg.
2014. Paper presented at European Social Science History Conference, Vienna, Austria.Research output: Contribution to conference › Paper › Research › peer-review
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TY - CONF
T1 - The social making of educational theory
T2 - European Social Science History Conference
AU - Øland, Trine
AU - Hansen, Christian Sandbjerg
N1 - Conference code: 10th
PY - 2014/4/1
Y1 - 2014/4/1
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 -
ID: 106048445