Trends of Research Topics in History of Education in Germany since 2000

2013 ◽  
Vol 35 (2) ◽  
pp. 87-97
Author(s):  
유진영
Keyword(s):  
History Of Education ◽  
Research Topics ◽  
History Of

scholarly journals História da educação na Amazônia brasileira: um balanço historiográfico recente / History of education in the brazilian Amazon: a recent historiographic balance

2018 ◽  
Vol 2 (5) ◽  
pp. 211
Author(s):  
Rafaela Paiva Costa ◽  
Felipe Tavares de Moraes
Keyword(s):  
Graduate Programs ◽  
History Of Education ◽  
Institutional Development ◽  
Brazilian Amazon ◽  
Research Topics ◽  
Balance Sheets ◽  
Academic Production ◽  
Epistemological Tradition ◽  
History Of ◽  
Education In Brazil

Este artigo propõe uma análise da produção acadêmica sobre História da Educação na Amazônia brasileira, tomando por base as teses e dissertações defendidas nos Programas de Pós-Graduação em Educação e em História da região, desde as suas fundações até 2014. O objetivo é fazer um exame crítico da estruturação regional do Campo na perspectiva conceitual do lugar institucional de produção. Temas de pesquisa, corpus documental, periodizações e aportes teórico-metodológicos foram as categorias observadas nos trabalhos. Consideramos também outros balanços realizados em âmbito nacional e regional, que nos serviram de marcos referenciais. Nesse sentido, formulamos um balanço parcial sobre a produção relacionada ao seu desenvolvimento institucional geograficamente marcado e a construção de uma tradição epistemológica própria na região, em diálogo com as tradições consolidadas de outras regiões do país (sobretudo, o Sudeste), na composição diversa, desigual e intercambiante da pesquisa em História da Educação no Brasil.* * *This article proposes an analysis of the academic production of History of Education in the Brazilian Amazon, based on the thesis and dissertations defended at Education and History Post Graduate Programs of the region, from its foundation until 2014. The objective is to take a critical exam of the regional structuring of the field in the conceptual perspective of the institutional production place . Research topics, documentary corpus, periodization and theoretical-methodological contributions were the categories observed in this work. We also considered other balance sheets carried out in national and regional groups, which served as benchmarks. In this context, it was formulated a partial balance on a production related to its institutional development, geographically marked, and a construction of a proper epistemological tradition in the region, in a dialogue with consolidated traditions of other regions of the country (mainly the Southeast), in the diverse, unequal and interchanging composition of research in the History of Education in Brazil.

scholarly journals Reflections upon Some Fundamental Issues in Educational Historiography

2019 ◽  
Vol 2 (4) ◽  
pp. 46
Author(s):  
Hongyu Zhou ◽  
Yuehai Xiao
Keyword(s):  
Human Development ◽  
History Of Education ◽  
Basic Research ◽  
Educational Process ◽  
Educational Science ◽  
Major Research ◽  
Research Topics ◽  
Educational Activities ◽  
History Of ◽  
Specific Activities

This paper categorizes educational historiography as part of “historiography” because educational historiography is leaning towards historiography in spite of being a fundamental educational discipline with the dual disciplinary attributes of education and historiography. It is argued that the nature of a discipline is partly defined by its researchers and its roles, but more importantly, by its origin, major research topics and objectives, basic research theories, methodologies and paradigms, as well as its relations with cognate disciplines. And each of the above factors is elaborated on to illuminate the dual disciplinary nature of educational historiography. From the perspective of educational science, what reflects the nature of education the best is people’s “educational activities,” which can be defined as the aggregate of specific activities directed to promoting valuable human development, and the various ways educators and learners participate and interact in the educational process. This paper maintains that the history of educational activities constitutes an upside-down triangle relation with the histories of educational thoughts and system. The history of educational activities is the origin, premise and foundation, whereas the latter two are the derivatives and results. Therefore, the history of educational activities must be studied as part of the research on the history of education.

A history of education.

1897 ◽  
Author(s):  
F. V. N. Painter
Keyword(s):  
History Of Education ◽  
History Of

History of Education Policymaking in India, 1947-2016

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Education Policy ◽  
History Of Education ◽  
Indian Education ◽  
The Political ◽  
Education Policies ◽  
Historical Perspectives ◽  
Education Commission ◽  
History Of ◽  
Judicial Policymaking ◽  
Political Economic

This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author’s experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.

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