The Social Making of Educational Theory: Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory
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The Social Making of Educational Theory : Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory. / Øland, Trine; Sandbjerg Hansen, Christian.
I: Nordic Journal of Educational History, Bind 1, Nr. 2, 24.11.2014, s. 3-26.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - The Social Making of Educational Theory
T2 - Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory
AU - Øland, Trine
AU - Sandbjerg Hansen, Christian
PY - 2014/11/24
Y1 - 2014/11/24
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 - Faculty of Humanities
KW - educational theory
KW - epistemology
KW - social history
KW - new sociology of ideas
KW - educational theory
KW - epistemology
KW - philosophy
KW - history
KW - new sociology of ideas
M3 - Journal article
VL - 1
SP - 3
EP - 26
JO - Nordic Journal of Educational History
JF - Nordic Journal of Educational History
SN - 2001-7766
IS - 2
ER -
ID: 125757350