The History of Education and its Social Relevance: Approaches and Systemic Perspectives
The history of education, together with related historiographical output, reveals an ambiguous picture, especially in France. Although the infatuation for commemorations and other memorial duties cannot be denied, doubt is cast upon its very presence and identity in scientific research and universit...
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| Format: | Article |
| Language: | English |
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FahrenHouse
2015-12-01
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| Series: | Espacio, Tiempo y Educación |
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| Online Access: | http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/79 |
| _version_ | 1818253194988355584 |
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| author | Serge Tomamichel |
| author_facet | Serge Tomamichel |
| author_sort | Serge Tomamichel |
| collection | DOAJ |
| description | The history of education, together with related historiographical output, reveals an ambiguous picture, especially in France. Although the infatuation for commemorations and other memorial duties cannot be denied, doubt is cast upon its very presence and identity in scientific research and university education in the face of a new, growing demand for social relevance. The issue raised here is not so much an argument against its evolution within a group social movement that the historian has but little grasp upon, but rather the search for new forms of «making the history of education» in the face of these new demands. Viewed under the lens of a «model of analysis of historiographical activity», the issue posed on the plane of History in general will be to find historiographical configurations able to integrate a certain type of social relevance without, however, betraying the roots of historical research. Such so-called «translatable», historiographical output, are interlinked with and dependent upon the existence of a «historiographical habitus» that must be contributed to and reinforced by education practitioners, as well as a kind of «decisional memory-making» function. However this dual role is subordinate to certain philosophical and epistemological conditions, namely: to accept the existence of anthropological invariables; to conceive the history of society as a complex web woven from the various interdependent strands of societal features; to define the history of education as a historical anthropology of education; and to favour modelling (an example is provided) as a means of restoring the historical reality.
How to reference this article
Tomamichel, S. (2016). L’histoire de l’éducation confrontée à son utilité sociale: approches et perspectives systémiques. Espacio, Tiempo y Educación, 3(1), 149-176. doi: http://dx.doi.org/10.14516/ete.2016.003.001.9 |
| first_indexed | 2024-12-12T16:36:12Z |
| format | Article |
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| institution | Directory Open Access Journal |
| issn | 2340-7263 |
| language | English |
| last_indexed | 2024-12-12T16:36:12Z |
| publishDate | 2015-12-01 |
| publisher | FahrenHouse |
| record_format | Article |
| series | Espacio, Tiempo y Educación |
| spelling | doaj.art-54ad60a5ec0c4d3d9c065154d99d1ba52022-12-22T00:18:40ZengFahrenHouseEspacio, Tiempo y Educación2340-72632015-12-013114917610.14516/ete.2016.003.001.961The History of Education and its Social Relevance: Approaches and Systemic PerspectivesSerge TomamichelThe history of education, together with related historiographical output, reveals an ambiguous picture, especially in France. Although the infatuation for commemorations and other memorial duties cannot be denied, doubt is cast upon its very presence and identity in scientific research and university education in the face of a new, growing demand for social relevance. The issue raised here is not so much an argument against its evolution within a group social movement that the historian has but little grasp upon, but rather the search for new forms of «making the history of education» in the face of these new demands. Viewed under the lens of a «model of analysis of historiographical activity», the issue posed on the plane of History in general will be to find historiographical configurations able to integrate a certain type of social relevance without, however, betraying the roots of historical research. Such so-called «translatable», historiographical output, are interlinked with and dependent upon the existence of a «historiographical habitus» that must be contributed to and reinforced by education practitioners, as well as a kind of «decisional memory-making» function. However this dual role is subordinate to certain philosophical and epistemological conditions, namely: to accept the existence of anthropological invariables; to conceive the history of society as a complex web woven from the various interdependent strands of societal features; to define the history of education as a historical anthropology of education; and to favour modelling (an example is provided) as a means of restoring the historical reality. How to reference this article Tomamichel, S. (2016). L’histoire de l’éducation confrontée à son utilité sociale: approches et perspectives systémiques. Espacio, Tiempo y Educación, 3(1), 149-176. doi: http://dx.doi.org/10.14516/ete.2016.003.001.9http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/79utilité sociale, historiographie, philosophie de l'histoire, modélisation |
| spellingShingle | Serge Tomamichel The History of Education and its Social Relevance: Approaches and Systemic Perspectives Espacio, Tiempo y Educación utilité sociale, historiographie, philosophie de l'histoire, modélisation |
| title | The History of Education and its Social Relevance: Approaches and Systemic Perspectives |
| title_full | The History of Education and its Social Relevance: Approaches and Systemic Perspectives |
| title_fullStr | The History of Education and its Social Relevance: Approaches and Systemic Perspectives |
| title_full_unstemmed | The History of Education and its Social Relevance: Approaches and Systemic Perspectives |
| title_short | The History of Education and its Social Relevance: Approaches and Systemic Perspectives |
| title_sort | history of education and its social relevance approaches and systemic perspectives |
| topic | utilité sociale, historiographie, philosophie de l'histoire, modélisation |
| url | http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/79 |
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