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Appropriation, Representation and Cooperation as Transnational Practices: The Example of Ferdinand Buisson

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Abstract

This contribution focuses on the transnational activities of the French intellectual and education expert Ferdinand Buisson (1841–1932). The liberal Protestant Buisson played a crucial role in implementing republican educational reforms during the last decades of the nineteenth century. Investigating his motivations for crossing borders and contacting his peers in foreign countries, this contribution distinguishes three transnational practices. Firstly, Buisson “went transnational” in order to learn from abroad. Secondly, once his institutionalisation efforts showed a certain maturity, he proudly presented his achievements neatly packaged in a nationalist discourse. Thirdly, Buisson called for common international effort projects. It is suggested that these practices of appropriation, representation, and cooperation provide a general tool for analysing the activities of expert actors on the international scene in the late nineteenth and early twentieth centuries.

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Notes

  1. 1.

    Cf. recently Iriye and Saunier 2009.

  2. 2.

    Hausberger 2006.

  3. 3.

    Bloch 1949, p. 4.

  4. 4.

    Translated as in Bloch 1992, p. 22.

  5. 5.

    Charle 1993.

  6. 6.

    Kocka 2006, p. 316.

  7. 7.

    Pyenson 1977; cf. also Stone 1972 and the works on microstoria, such as Levi 1995.

  8. 8.

    On the role of experts cf. Raphael 1996; Engstrom 2005; Kesper-Biermann 2012.

  9. 9.

    Siegrist 1988.

  10. 10.

    Cf. recently for France: Matasci 2010.

  11. 11.

    Maier 2000.

  12. 12.

    Revel 1996.

  13. 13.

    Maier 2000, p. 816.

  14. 14.

    Rosental 1990.

  15. 15.

    Fuchs 2007 “Networks”.

  16. 16.

    Gonon 2004.

  17. 17.

    Fuchs 2007 “Gouvernementaler Internationalismus”.

  18. 18.

    On world exhibitions as meta-media cf. Geppert 2004, p. 13.

  19. 19.

    Fuchs 2004.

  20. 20.

    Fuchs 2007 “The Creation”.

  21. 21.

    Middell and Naumann 2010, p. 160.

  22. 22.

    Chase 1977; Denis and Kahn 2003; Hayat 1999; Toméi 2004.

  23. 23.

    Some recent studies have dealt similarly with other French personalities: see Bantman 2009.

  24. 24.

    Pierre Nora elevated one of Buisson’s key projects, the publication of the Dictionnaire de pédagogie, to a French realm of memory (lieu de mémoire): Nora 1984.

  25. 25.

    Espagne and Werner 1988.

  26. 26.

    Middell 2007; for a discussion of similar approaches in the history of education see Fuchs and Lüth 2008.

  27. 27.

    Mayeur 2004.

  28. 28.

    Mayeur 1984.

  29. 29.

    Camara Bastos 2002.

  30. 30.

    ANF, F17, 2343 C, Records of Buisson’s mission to the Vienna Exhibition.

  31. 31.

    A list with the addressees of Buisson’s report provides a detailed list of his contacts, see ANF, F17, 9386, Letter of the Deuxième bureau.

  32. 32.

    Buisson 1875.

  33. 33.

    On American primary education in the nineteenth century cf. Kaestle 1983.

  34. 34.

    The historians of education Tyack and Hansot used this formulation to designate the American educators who built up a system of free public schools from the 1830s onwards; Tyack and Hansot 1982.

  35. 35.

    Buisson 1878.

  36. 36.

    Cf. also Portes 1990, pp. 205–226 and Toméi 2004, pp. 286–293.

  37. 37.

    Auspitz 1982.

  38. 38.

    Dunton 1887, p. 180.

  39. 39.

    Emile Levasseur published a favourable article on the American exhibit: Levasseur 1878.

  40. 40.

    Majault 1959.

  41. 41.

    Dubois 2002 Le dictionnaire de Ferdinand Buisson.

  42. 42.

    Dubois 2002 Le ‘dictionnaire de pédagogie…’.

  43. 43.

    Dittrich 2008.

  44. 44.

    Dittrich 2011; more generally see Duke 2009.

  45. 45.

    Cremin 1961.

  46. 46.

    Buisson 1878, p. 677.

  47. 47.

    Cited in Tyack 1974, p. 40; emphasis is mine.

  48. 48.

    Lamprecht 1906; on Lamprecht cf. Chickering 1993.

  49. 49.

    Lamprecht 1905, pp. 103–130; see also Middell 2005, pp. 277 f.

  50. 50.

    Kuypers 1907, p. iv; the quote is taken from: Lamprecht 1906, p. 85.

  51. 51.

    Heinrich Leobner, an Austrian commissioner to the St. Louis Exposition, also referred to Lamprecht’s Americana: Leobner 1907, p. 137.

  52. 52.

    Middell 2004.

  53. 53.

    The concept of multiple modernities proposed by Shmuel Eisenstadt also suggests that specific forms of modernity started to compete with one another: Eisenstadt 2000.

  54. 54.

    Charle 2001.

  55. 55.

    Charle 2003, p. 10.

  56. 56.

    Von Brocke 1981.

  57. 57.

    Düwell 1981; Pyenson 1985, 1993.

  58. 58.

    Bourquin 2004.

  59. 59.

    Bruezière 1983.

  60. 60.

    Mayeur 1984.

  61. 61.

    Conférences pédagogiques faites aux instituteurs primaires venues à Paris pour l’Exposition universelle de 1878; Paris 1878.

  62. 62.

    Mayeur 2004, pp. 582–601.

  63. 63.

    The mission of Ferdinand Buisson to the Centennial Exhibition and the subsequent publication of the report found an extensive echo in specialised and general journals in the United States. See for example: “Editorial Notice,” in: Pennsylvania School Journal 28 (1879), p. 385.

  64. 64.

    Reese 1995.

  65. 65.

    Coste 1873.

  66. 66.

    Dubois 2007, pp. 18–19; a comprehensive school was only established in the inter-war period.

  67. 67.

    Buisson 1886, p. 114.

  68. 68.

    Recueil des monographies pédagogiques publiées à l’occasion de l’Exposition universelle de 1889, Paris 1889.

  69. 69.

    Ibid., vol. 1, p. ix.

  70. 70.

    Dubois 2000.

  71. 71.

    Rapport sur l’organisation et la situation de l’enseignement primaire public en France, Paris 1900.

  72. 72.

    Musée rétrospectif du groupe 1, éducation et enseignement, à l’exposition universelle internationale de 1900 , à Paris. Rapport du comité d’installation, Saint-Cloud [ca. 1900].

  73. 73.

    Ibid.

  74. 74.

    Fuchs 2007 “Gouvernementaler Internationalismus”.

  75. 75.

    Unsigned note on “F. Louis Soldan and the Paris Exposition” in: The School Journal, LXI (1900), p. 299.

  76. 76.

    History of the Empire of Japan 1895, pp. 16, 18.

  77. 77.

    Catalogue of Objects 1893, pp. 57–58; see also Clancey 2006, pp. 160 ff.

  78. 78.

    Harris 1898, p. 131.

  79. 79.

    See for example: Reports to the General Assembly of Illinois at Its Thirty-First Regular Session Convened January 8, vol. 4 1879, Springfield 1879, p. 6.

  80. 80.

    Herren 2000.

  81. 81.

    Herren 2009; cf. also Reinalda 2009.

  82. 82.

    Iriye 2002, pp. 6–8.

  83. 83.

    Buisson 1875, pp. 343 ff.

  84. 84.

    Levasseur 1875, pp. 506 ff.

  85. 85.

    Congrès international de l’enseignement primaire 1889.

  86. 86.

    Buisson 1916, pp. 11–12; on education at the international exposition in San Francisco more generally see: Sobe 2007.

  87. 87.

    National Educational Association of the United States 1919, p. 93.

  88. 88.

    Ibid., p. 94.

  89. 89.

    Buisson 1902.

  90. 90.

    Buisson 1905; when I had my first contact with this text, I consulted an offprint at the Thüringische Universitäts- und Landesbibliothek in Jena; it contains a trace of transnational communication in the form of a manuscript dedication from Buisson to Wilhelm Rein, professor of pedagogy at the University of Jena: “Mon cher ami, le professeur Rein.”

  91. 91.

    At a congress of the Fédération internationale de la libre pensée in Paris in 1905 Buisson supported a pacifist resolution, but also made clear that being a free-thinker did not authorise desertion. See Laqua 2009, p. 266.

  92. 92.

    Buisson 1905, p. 15; italics in the original.

  93. 93.

    Blais 2007.

  94. 94.

    Deniker et al. 1901.

  95. 95.

    Marek 1907.

  96. 96.

    Harris 1898.

  97. 97.

    Lincicome 1999.

  98. 98.

    Fuchs 2007 “The Creation”.

  99. 99.

    Saunier 2008.

  100. 100.

    Pierre-Yves Saunier observed a similar learning-curve for the participation of the city of Lyon in international exhibitions: Saunier 1999.

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  1. Department of Korean History, Korea University, Seoul, South Korea

    Klaus Dittrich

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  1. Klaus Dittrich
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Correspondence to Klaus Dittrich .

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  1. , History Department, Heidelberg University, Grabengasse 3-5, Heidelberg, 69117, Germany

    Isabella Löhr

  2. , EXC "Asia and Europe", Karl Jaspers Centre, Voßstraße, Gebäude 4400 2, Heidelberg, 69115, Germany

    Roland Wenzlhuemer

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Dittrich, K. (2013). Appropriation, Representation and Cooperation as Transnational Practices: The Example of Ferdinand Buisson. In: Löhr, I., Wenzlhuemer, R. (eds) The Nation State and Beyond. Transcultural Research – Heidelberg Studies on Asia and Europe in a Global Context. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32934-0_8

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