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The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education

机译：教育哲学标准史的建立和受压制的教育传统

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摘要

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the “good citizen” that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch.
机译：教育史出现于19世纪的德国，并具有四个特点。它是教育性的，而不是科学性的，因为它主要是为教师教育和培训而编写的；它是民族的，甚至是民族主义的；它几乎专门针对德国哲学。它归功于路德教会的新教。这种教学史学的模式在后来出现在英国，法国和美国的历史学上留下了自己的印记。以卢梭为例，这一贡献清楚地表明，这些路德派和理想主义者的前提导致了单方面的史学，因此可以抑制卢梭所处的共和传统。在此基础上，指出了历史研究的方法论必要性，以考察语境，放弃了一部教育史的主张，主张重建各种传统。收益在于使受教育的反思使用了几个世纪的可见的被压抑的跨国语言。尤其是，在18世纪的欧洲共和教育与对“好公民”问题的关注之间揭示了一种联系，这一问题已经使美国从杰斐逊到实用主义者再到戴安·拉维奇的讨论变得尤为重要。

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