scholarly journals ‘New People’ and ‘Old Structures’: Max Adler and Siegfried Bernfeld on Society, Education and Change

2005 ◽  
Vol 3 (2) ◽  
pp. 184-193
Author(s):  
Heinz Sünker
Keyword(s):  
Twentieth Century ◽  
Social Change ◽  
Social Inequality ◽  
Social Reproduction ◽  
History Of Education ◽  
Theory Of Education ◽  
History Of ◽  
Educational Theorist ◽  
Education And Social Change ◽  
Education And Society

This article deals with central issues in the field of theory of education and history of education. The examples of Max Adler and Siegfried Bernfeld show that contemporary debates on education and society, social reproduction of social inequality, and education and social change have been subjects of strong controversies in the first third of the twentieth century. Furthermore, the deepness of these approaches shows the contemporary relevance and the limits of these historical attempts to solve these controversies. The article aims to overcome some of these limits in proposing to deal with the approach of the central educational theorist in Germany in the twentieth century, Heinz-Joachim Heydorn.

scholarly journals Métodos, debates e projetos: as atuações do Instituto Histórico e Geográfico Brasileiro na educação (1900-1930) / Methods, debates and projects: the activities of the Brazilian Historical and Geographical Institute in education (1900-1930)

2018 ◽  
Vol 2 (5) ◽  
pp. 27
Author(s):  
Thaís De Melo
Keyword(s):  
Twentieth Century ◽  
History Of Education ◽  
Educational Institutions ◽  
Construction Of Knowledge ◽  
Political Conflicts ◽  
Early Twentieth Century ◽  
History Of ◽  
Educational Field ◽  
Education In Brazil

Este artigo apresenta alguns resultados da trajetória de pesquisa sobre a presença do Instituto Histórico e Geográfico Brasileiro (IHGB) na Educação . Dentre os aspectos abordados estão as contribuições do instituto para a construção de conhecimentos sobre a História da Educação no Brasil; as relações dos sócios do instituto com instituições de ensino e órgãos administrativos da educação; e os projetos de criação de cursos da Academia de Altos Estudos.  Nesse sentido, propomos considerar o IHGB como um lugar de poder atuante nos conflitos políticos relativos ao campo educacional e como instância produtora de políticas e projetos educacionais no início do século XX. Como fontes para essas questões foram utilizadas publicações e atas da Revista do IHGB, bem como documentos de arquivos de instituições relacionadas e periódicos existentes durante o recorte.* * *This article presents some results of the research trajectory on the teaching of the Brazilian Historical and Geographical Institute (IHGB) in education. Among the addressed projects are the Institute's contributions to the construction of knowledge about the history of education in Brazil; the relations of the members of the Institute with educational institutions and administrative organs of education and the projects of creation of courses and the Academy of High Studies. In this sense, we propose to consider the IHGB as a place of power that is active in political conflicts related to the educational field, and as a producer of policies and educational projects in the early twentieth century. As sources for these issues, publications and minutes of the IHGB Review were used as well as archives of related and periodical institutions existing during the period. 

What are unintended and adverse consequences?

Kybernetes ◽  
2019 ◽  
Vol 48 (2) ◽  
pp. 226-237 ◽  
Author(s):  
Josué Antonio Nescolarde-Selva ◽  
Hugh Gash ◽  
Jose-Luis Usó-Domenech
Keyword(s):  
Social Change ◽  
Social Action ◽  
Social Reproduction ◽  
Sociological Theory ◽  
Life Forms ◽  
Unintended Consequences ◽  
Content Type ◽  
History Of ◽  
Methodological Status ◽  
Constituent Elements

Purpose The purpose of this study is to examine the unintended consequences of actions as one of the central and constituent elements of sociological theory and long debated in the history of sociology. This question has been treated under varying sociological terminologies, including, providence, social forces, social paradoxes, heterogeneity of ends, immanent causality and the principle of emergency. Design/methodology/approach This paper is concerned with “adverse effects”. The thematic contexts of “unintended consequences of social action” the authors wish to focus attention on are specific types of consequences which may merit the adjective “adverse”. Findings The analysis of the intentions of our actions and their unwanted or foreseen consequences allows us to understand how societies work. Many historical facts are probably “unintentional.” But, most continuous or changing life forms must be interpreted as a mixture of intentional (social reproduction) and unintentional consequences (social change). Originality/value This paper focuses on four points of view: the object of sociology, the problems of order and social change, the methodological status of the discipline and the nature of social explanation, and mathematical theory. Four classifications of unintended consequences are formulated from the works of Boudon, Baert and Ramos, as well as the authors.

scholarly journals Zakład Historii i Teorii Wychowania w Filii Akademii Świętokrzyskiej w Piotrkowie Trybunalskim oraz Piotrkowskie Koło Towarzystwa Historii Edukacji

2019 ◽  
pp. 135-138
Author(s):  
Andrzej Felchner
Keyword(s):  
Social Sciences ◽  
Master's Degree ◽  
History Of Education ◽  
Educational Institutions ◽  
Education Society ◽  
Theory Of Education ◽  
History Of ◽  
Master’S Degree ◽  
Academic Year ◽  
History And Theory

In Piotrków Trybunalski, in the academic year of 1984-1985, a 5-year Master’s Degree Studies in Pedagogics were launched. The school, over the 25-year span, has been significantly enlarged. At present, the Institute of Pedagogic Studies forms a part of the faculty of Social Sciences of the Jan Kochanowski University of Humanities and Sciences in Kielce. From the start, the history of learning, education and pedagogical thought have been taught. The current didactic and scientific activities in this subject are conducted by the Department of History and Theory of Education. The institution was successively directed by professors: Ryszard Wołoszyński, Teresa Wróblewska, Jerzy Kukulski and today by Andrzej Felchner. Additionally, in 2007, Piotrków Trybunalski Circle of the History of Education Society was established. It groups scholars from the Branch as well as the employees of other educational institutions from Piotrków Trybunalski.

Consensus and Revisionism in Educational History

2019 ◽  
pp. 17-32
Author(s):  
Gary McCulloch
Keyword(s):  
History Of Education ◽  
The United States ◽  
Past Century ◽  
Historical Interpretation ◽  
Educational History ◽  
Historical Revisionism ◽  
The Past ◽  
History Of ◽  
Education And Social Change ◽  
The Relationship

Historical interpretation is subject to change, a process often described as revisionism. This chapter distinguishes between a basic form of revisionism that changes or erases the past with no respect for evidence and a “historical revisionism” that has developed over the past century to build on, revise, or challenge previous accounts of the past. Historical revisionism is discussed with reference to changing historiographical approaches. It has become central to research in the history of education, for example in the United States and Britain. A broad consensus has been established in the history of education to explore the relationship between education and social change, although this has itself led to fresh debates over the nature of this relationship. These general historiographical developments in the history of education have played themselves out in different nations and regions, albeit at their own pace and at different times.

Epilogue

2018 ◽  
Author(s):  
Sarah M. Griffith
Keyword(s):  
Twentieth Century ◽  
Cold War ◽  
Social Change ◽  
Civil Rights ◽  
Racial Equality ◽  
Policy Makers ◽  
Asian Immigration ◽  
Racial Liberalism ◽  
History Of ◽  
Important Time

Liberal Protestant resistance to anti-Asian discrimination evolved over the first half of the twentieth century to become a powerful force for social change. Through their various institutions and organizations, liberal Protestants worked to change the way Americans and policy makers thought about racial difference and inclusion. The interracial coalitions that liberal Protestants built during WWII continued to impact the fight for minority civil rights in the early Cold War era. The 1952 McCarran Walter Act embodied the racial liberalism of liberal Protestants when it lifted the decades-long ban on Asian immigration. Understanding the history of liberal Protestant activism comes at an important time as the nation continues to struggle over the meaning of inclusion and searches for ways to achieve racial equality.

“Whether They Promised Each Other Some Thing Is Difficult to Work Out”: The Complicated History of Marriage in Uganda

2016 ◽  
Vol 59 (1) ◽  
pp. 127-153 ◽  
Author(s):  
Rhiannon Stephens
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Social Change ◽  
Late Nineteenth Century ◽  
Marriage And Divorce ◽  
History Of ◽  
Late Nineteenth ◽  
History Of Marriage

Abstract:Marriage cases discussed by Catholic missionaries in Uganda at the turn of the twentieth century showcase considerable diversity in relationships between women and men. While these cases reflect the turbulence of the late nineteenth century, the history of marriage and divorce in the region since around 700 CE demonstrates that diversity in marital arrangements was a long-standing phenomenon. This article sets out the history of aspects of marriage and divorce in Buganda, Bugwere, Busoga, and Bushana, and their ancestral communities to show how women and men conceptualized their domestic relationships and adapted them as they dealt with political and social change.

Lingayats and the Yearning for the ‘Language of the Gods’ in the 1910s–1940s

2021 ◽  
pp. 037698362110097
Author(s):  
Divya Komala
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
History Of Education ◽  
Late Nineteenth Century ◽  
Cultural Legacy ◽  
Mysore State ◽  
History Of ◽  
Princely State ◽  
Diverse Community ◽  
Late Nineteenth

Lingayats hold a distinct position in the history of Karnataka beginning with the cultural legacy from the twelfth century and continuing into the twentieth century for the prominent role in the non-Brahmin movement by deploying education as a means to achieve social mobility and to attain solidarity among the various sections of the diverse community. The possible loss of social status in the caste hierarchy in the late nineteenth century prompted Lingayat caste entities to embark on the legacy of Sanskrit scholarship that was eventually deployed to lay an unprecedented claim in Sanskrit education across the region of Kannada speaking territory. This study explores how the usage of Sanskrit for mass education by the Lingayat mathas enabled caste consolidation, by re-appropriating a Brahmanical language in Mysore state and to certain extent in the region of Bombay Karnataka. Through this exploration, it pushes us to re-consider the Brahmin-non-Brahmin binary, within which the history of education in the Mysore princely state is narrated from the late nineteenth century to the early twentieth century.

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