The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory

Research output: Contribution to conference › Paper › Research › peer-review

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The social making of educational theory : Unraveling how to understand the content, emergence and transformation of educational theory. / Øland, Trine; Hansen, Christian Sandbjerg.

2014. Paper presented at European Social Science History Conference, Vienna, Austria.

Research output: Contribution to conference › Paper › Research › peer-review

Harvard

Øland, T & Hansen, CS 2014, 'The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory', Paper presented at European Social Science History Conference, Vienna, Austria, 23/04/2014 - 26/04/2014. <https://esshc.socialhistory.org/conferences/esshc-vienna-2014>

APA

Øland, T., & Hansen, C. S. (2014). The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory. Paper presented at European Social Science History Conference, Vienna, Austria. https://esshc.socialhistory.org/conferences/esshc-vienna-2014

Vancouver

Øland T, Hansen CS. The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory. 2014. Paper presented at European Social Science History Conference, Vienna, Austria.

Author

Øland, Trine ; Hansen, Christian Sandbjerg. / The social making of educational theory : Unraveling how to understand the content, emergence and transformation of educational theory. Paper presented at European Social Science History Conference, Vienna, Austria.27 p.

Bibtex

@conference{bece1c8642f742f7af838620ae183884,
title = "The social making of educational theory: Unraveling how to understand the content, emergence and transformation of educational theory",
abstract = "This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the {\textquoteleft}great{\textquoteright} thinkers{\textquoteright} ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum. ",
keywords = "Det Humanistiske Fakultet, educational theory, epistemology, philosophy, history, Foucault, social history, Bourdieu, new sociology of ideas",
author = "Trine {\O}land and Hansen, {Christian Sandbjerg}",
year = "2014",
month = apr,
day = "1",
language = "Dansk",
note = "European Social Science History Conference : Session: Writing contemporary history of education - challenges and methods, ESSHC ; Conference date: 23-04-2014 Through 26-04-2014",

}

RIS

TY - CONF

T1 - The social making of educational theory

T2 - European Social Science History Conference

AU - Øland, Trine

AU - Hansen, Christian Sandbjerg

N1 - Conference code: 10th

PY - 2014/4/1

Y1 - 2014/4/1

N2 - This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.

AB - This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.

KW - Det Humanistiske Fakultet

KW - educational theory

KW - epistemology

KW - philosophy

KW - history

KW - Foucault

KW - social history

KW - Bourdieu

KW - new sociology of ideas

M3 - Paper

Y2 - 23 April 2014 through 26 April 2014

ER -

ID: 106048445