History of Education as a Changing Research Field (original) (raw)
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Education in Eastern Europe and Eurasia
International Review of Education, 2015
Geographies of today vary due to geo-political impacts and many changes in different areas of economic, political and cultural frameworks. The topography of the region designated in the title of this book was especially volatile in the last quarter of the 20th century, starting with the collapse of the Soviet Union. Eastern Europe is far from being a unified recognisable culture or (to use an inappropriate notion) ''civilization''-it is rather a large space of vast differences in traditions, religions and narratives on identities. These differences were objects of destruction, reduction or transformation in some periods-most massive ones in an attempt of creating a so-called communist paradise. A part of what used to be a segment of the concept of Eastern Europe in the period from the 1940s to 1980s is now a chunk of Europe proper or, in other words, the European Union (EU). Therefore, the very title of Nadya Ivanenko's book, Education in Eastern Europe and Eurasia, makes one wonder which area is actually covered by these topographical terms. Taking into account that this book is just one volume in the publisher's quite ambitious attempt to produce a series of nineteen books to look at ''education in virtually every territory in the world'', it is easy to understand that dividing the world into regions was a somewhat difficult task. Nevertheless this title is a bit misleading, since only non-EU countries of Eastern Europe are covered; in addition, the publisher and editor also included Turkey in Eastern Europe and they constructed ''Eurasia'' from four countries, of which one is also Israel. However, the editor and the publisher should be given the benefit of doubt, especially because we cannot say that they were trying to imbue their concept with any such notions as ''civilization'' or common culture. On the contrary, in her Introduction, Ivanenko succeeds in pointing out differences in educational developments in various countries and she compares them only in the aspects in which they really are comparable.
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This article explores the role of philosophy of education in three post-Soviet societies of Eastern Europe: Poland, Lithuania and Slovenia. The characteristic themes and approaches of philosophical reflection about education in these societies are explored with reference to three periods: the pre-Soviet, Soviet and post-Soviet periods.
Educational History in the Nordic Region: Reflections from a Swedish Perspective
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In this selective overview, themes that have become prominent in recent research will be presented. I will summarize the infrastructural basis of the discipline and comment on the foundation and character of the community, including scholarly collaboration in the region. The present overview will take into account research presented at the Nordic Conferences in Educational History and articles published in the Nordic Journal of Educational History. Finally, special attention will be paid to selected large-scale projects attempting to challenge established national perspectives.
Tiltai, 2014
The aim of this study is to seek answers to the following questions: 1) How has the formation and development of the history of education interacted with teacher training in universities? 2) How did the Iron Curtain influence the development of the history of education in Latvia and how can the consequences of Soviet era in the history of education be overcome? 3) What kind of history of education is suitable for teacher training programmes today? These questions are researched based on the analysis of the history of pedagogy as a course in Latvian and Belgian universities. KEY WORDS: history of pedagogy, revisionism in the history of pedagogy, "new" history of education, teacher training, study process in universities, comparative approach, Iron Curtain. Anotacija Moksliniu tyrimu siekiama atsakyti į klausimus, kaip švietimo istorijos formavimasis ir raida sąveikavo su mokytojų rengimu universitetuose; kaip geležinė uždanga paveikė švietimo istorijos raidą Latvijoje ir kaip galima įveikti sovietinės eros pasekmes švietimo istorijoje. Švietimo istorija neturėtų tarnauti tik kai kurių pedagoginių teorijų ir sistemų įteisinimui. Esame įsitikinę, kad modernus, problema paremtas švietimo istorijos mokslinis tyrimas praturtina mokytojų rengimo mokymo programą pamąstymais ir pasvarstymais apie reikšmingus klausimus ir reiškinius visose švietimo bei visuomenės gyvenimo srityse. PAGRINDINIAI ŽODŽIAI: pedagogikos istorija, revizionizmas pedagogikos istorijoje, "nauja" švietimo istorija, mokytojų rengimas, studijų procesas universitetuose, lyginamasis požiūris, geležinė uždanga.
Understanding Education in Europe-East
International Journal of Educational Development, 2004
This paper suggests possible frames of reference for understanding education and educational policy in the Eastern part of Europe. (a) According to the geographical frame, the concept of 'Eastern Europe' and its education reflects a struggle for political power and self-identity. (b) According to the political frame, the transition of 1989/1990 opened up a 'third political way' between capitalism and socialism for a few decisive years. (c) According to the cultural anthropological frame, the distance between Western and Eastern European education is not only a modernization gap, but also a cultural gap which needs comparative cultural analysis. #