Abstract
Whether or not education counts as an academic discipline is being disputed. This uncertainty is connected with both the object of educational research – the educational field with its public discourses, organizations, and personae – and the mode of research and academic discussion. These two elements, the field and research in the field, are closely connected, because the research questions regulate (to a large extent) what constitutes the field. The dominant modes of research define the way in which the educational field is perceived. For instance, today’s globally dominant large-scale assessment research mainly defines the educational field in terms of core skills or school disciplines that are to be learnt.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Berlin, I. (1959). Two concepts of liberty. In I. Berlin (Ed.), Four essays on liberty (pp. 118–172). Oxford: Oxford University Press.
Boucher, D. (1985). Texts in context. Revisionist methods for studying the history of ideas. Dordrecht: Martinus Nijhoff Publishers.
Carraud, V. (1992). Pascal et la philosophie. Paris: Presses Universitaires de France.
de Condorcet, A.-N.. (1955). Sketch for a historical picture of the progress of the human mind. London: Weidenfeld and Nicolson. (Original work published in French 1794)
De Saussure, F. (2006). Writings in general linguistics. Oxford: Oxford University Press.
Foucault, M. (1978). “Wahrheit und Macht.” Interview mit Michel Foucault von A. Fontana und P. Pasquino. In M. Foucault (Ed.), Dispositive der Macht. Michel Foucault über Sexualität, Wissen und Wahrheit (pp. 21–54). Berlin: Merve Verlag. (Original work published in Italian 1977)
Foucault, M. (1992). Was ist Kritik? Berlin: Merve Verlag. (Original work published in French 1990)
Gombrich, E. H. (1961). Art and illusion: A study in the psychology of pictorial representation. Princeton, NJ: Princeton University Press.
Horlacher, R. (2004). Bildung – a construction of a history of philosophy of education. Studies in Philosophy and Education, 23, 409–426.
Osler, A., & Starkey, H. (2001). Citizenship education and national identities in France and England: Inclusive or exclusive? Oxford Review of Education, 27, 287–305.
Osterwalder, F. (1992). Condorcet – Instruction publique und das Design der Pädagogik als öffentlich-rechtliche Wissenschaft. In J. Oelkers (Ed.), Aufklärung, Bildung und Öffentlichkeit (pp. 157–194; 28. Beiheft der Zeitschrift für Pädagogik). Weinheim: Beltz.
Osterwalder, F. (2003). Die Heilung des freien Willens durch Erziehung. Erziehungstheorien im Kontext der theologischen Augustinus-Renaissance im 17. Jahrhundert. In J. Oelkers, F. Osterwalder, & H.-E. Tenorth (Eds.), Das verdrängte Erbe. Pädagogik im Kontext von Religion und Theologie (pp. 57–86). Weinheim, Basel: Beltz.
Osterwalder, F. (2006). Die Sprache des Herzens. Konstituierung und Transformation der theologischen Sprache der Pädagogik. In R. Casale, D. Tröhler, & J. Oelkers (Eds.), Methoden und Kontexte. Historiographische Probleme der Bildungsforschung (pp. 155–180). Göttingen: Wallstein.
Osterwalder, F. (2007). Volksschule – internationaler Diskurs und nationale Kontexte vor Rochow und Pestalozzi. In H. Schmitt, R. Horlacher, & D. Tröhler (Eds.), Pädagogische Volksaufklärung im 18. Jahrhundert im europäischen Kontext: Rochow und Pestalozzi im Vergleich (pp. 10–31). Bern: Haupt.
Osterwalder, F. (in press). Tradition and change in French educational republicanism from Condorcet to Quinet and Ferry. In D. Tröhler, T. Popkewitz, & D. Labaree (Eds.), The educated child, the citizen, and the promised land: Comparative history of political cultures and schooling in the long 19th century.
Overesch, A. (2007). Wie die Schulpolitik ihre Probleme (nicht) löst. Deutschland und Finnland im Vergleich. Münster: Waxmann.
Pascal, B. (1995). Pensées. London: Penguin Classics. (Original work published in French 1660)
Pocock, J.G.A. (1957). The ancient constitution and the feudal law: A study of English historical thought in the seventeenth century. Cambridge: Cambridge University Press.
Pocock, J. G. A. (1962). The history of political thought: A methodological enquiry. In P. Laslett & W. Runciman (Eds.), Philosophy, politics and society (second series) (pp. 183–202). Oxford: Oxford University Press.
Pocock, J. G. A. (1972). The history of political thought: A methodological Enquiry. In P. Laslett, W.G. Runciman, & Q. Skinner (Eds.), Philosophy, politics and society (Second Series; pp. 183–292). Oxford: Oxford University Press.
Pocock, J. G. A. (1975). The Machiavellian moment. Florentine political thought and the Atlantic Republican tradition. Princeton, NJ: Princeton University Press.
Pocock, J. G. A. (1987a). The ancient constitution and the feudal law. A study of English historical thought in the 17th century. A reissue with a retrospect. Cambridge: Cambridge University Press. (Original work published in 1957)
Pocock, J. G. A. (1987b). The concept of a language and the métier d’historien: Some considerations on practice. In A. Pagden (Ed.), The languages of political theory in early-modern Europe (pp.19–38). Cambridge: Cambridge University Press.
Qualifications and Curriculum Authority. (1988). Education for citizenship and the teaching of democracy in schools (Crick Report). London: Qualifications and Curriculum Authority.
Reboul, O. (1984). Le langage de l’éducation. Paris: Presses Universitaires de France.
Seifert, R. (1992). Entwicklung und Probleme der feministischen Theoriebildung. Warum an der Rationalität kein Weg vorbeiführt. In G.-A. Knapp & A. Wetterer (Eds.), Traditionen Brüche. Entwicklung feministischer Theorie (pp. 255–285). Freiburg: Kore Verlag.
Skinner, Q. (1988a). Meaning and understanding in the history of ideas. In J. Tully (Ed.), Meaning and context: Quentin skinner and his critics (pp. 29–67). Princeton, NJ: Princeton University Press.
Skinner, Q. (1988b). A reply to my critics. In J. Tully (Ed.), Meaning and context: Quentin skinner and his critics (pp. 231–288). Princeton, NJ: Princeton University Press.
Tröhler, D. (2003). The discourse of German Geisteswissenschaftliche Pädagogik – A contextual reconstruction. Paedagogica Historica. International Journal of the History of Education, XXXIX, 759–778.
Tröhler, D. (2005). Langue as homeland: The Genevan reception of pragmatism. In T. S. Popkewitz (Ed.), Inventing the modern self and John Dewey. Modernities and the travelling of pragmatism in education (pp. 61–84). New York: St. Martin’s Press and Macmilan/Palgrave.
Tröhler, D. (2006a). The formation and function of histories of education in continental teacher education curricula. Journal of the American Association for the Advancement of Curriculum Studies, 2. Retrieved February 21, 2009, from http://www.uwstout.edu/soe/jaaacs/vol2/trohler.htm
Tröhler, D. (2006b). Republikanismus und Pädagogik. Pestalozzi im historischen Kontext. Bad Heilbrunn: Klinkhardt.
Tröhler, D. (2006c). The 'kingdom of God on earth' and early Chicago pragmatism. Educational Theory, 56, 89–105.
Tröhler, D. (2008). The educationalization of the modern world. Progress, passion, and the protestant promise of education. In P. Smeyers & M. Depaepe (Eds.), Educational research: The educationalisation of social problems (pp. 31–46). Dordrecht: Springer.
Tröhler, D. (2009). Harmonizing the educational globe. World polity, cultural features, and the challenges to educational research. Unpublished manuscript.
Veyne, P. (1992). Foucault: Die Revolutionierung der Geschichte. Frankfurt: Suhrkamp. (Original work published in French 1978)
Whorf, B. L. (1956). Science and linguistics. In J. B. Carrol (Ed.), Language, thought, and reality (pp. 207–219). Cambridge, MA: MIT Press. (Original essay published 1940)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Tröhler, D. (2009). Beyond Arguments and Ideas: Languages of Education. In: Smeyers, P., Depaepe, M. (eds) Educational Research: Proofs, Arguments, and Other Reasonings. Educational Research, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3249-2_2
Download citation
DOI: https://doi.org/10.1007/978-90-481-3249-2_2
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-3248-5
Online ISBN: 978-90-481-3249-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)