Editors:
- Provocative and original as it brings together social problems, philosophy and history of education in a unique way
- Demonstrates how philosophical and historical approaches are relevant for the practice and theory of education
- Challenges prevailing ideas about the ‘application’ of philosophy and history of education.
- Combines the efforts of leading scholars in philosophy and history of education, involving 15 centres world wide
- Gives insight in the historical and philosophical complexities and constraints of ‘educationalization’ and takes the debate of these in the context of education and educational research a step further
Part of the book series: Educational Research (EDRE, volume 3)
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Table of contents (16 chapters)
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Front Matter
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Back Matter
About this book
Pushing ‘social’ responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use ‘Educationalization’ to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the ‘modernization’ of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on ‘educationalization’ to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the ‘learning society’, citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind.
‘Smeyers’ and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!’
Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland
‘This is a challenging, critical and analytical treatment of the tendency of contemporary
administrations to overburden educational institutions with the expectation that they
will provide the solutions to an increasingly diverse range of social and economic
problems. It brings together the theoretical resources of a distinguished international
group of philosophers and historians of education and deserves the carefulattention of
educational policy makers, practitioners and researchers alike.’
David Bridges, Von Hügel Institute, St Edmund’s College, Cambridge, England
This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community are Educational Research: Why ‘What Works’ Doesn’t Work (2006) and Educational Research: Networks and Technologies (2007).
Editors and Affiliations
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Faculteit Psychologie en Pedagogische Wetenschappen, Universiteit Gent, 9000 Gent, Belgium
Paul Smeyers
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Campus Kortrijk Subfaculteit Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, 8500 Kortrijk, Belgium
Marc Depaepe
Bibliographic Information
Book Title: Educational Research: the Educationalization of Social Problems
Editors: Paul Smeyers, Marc Depaepe
Series Title: Educational Research
DOI: https://doi.org/10.1007/978-1-4020-9724-9
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2008
Hardcover ISBN: 978-1-4020-9722-5Published: 21 April 2009
Softcover ISBN: 978-90-481-8193-3Published: 08 October 2010
eBook ISBN: 978-1-4020-9724-9Published: 14 April 2009
Series ISSN: 1878-9447
Series E-ISSN: 2543-0653
Edition Number: 1
Number of Pages: VI, 247
Topics: Educational Philosophy, Philosophy of the Social Sciences