A Historical Introduction to Continental Pedagogics from a North American Perspective

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  • Author(s): Anja Kraus; Rose Ylimaki
  • Language:
    English
  • Source:
    Educational Theory. 2024 74(2):201-223.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      23
    • Subject Terms:
      Educational Theories; European History; Educational History; Educational Practices; Transformative Learning; Educational Change; Educational Trends; Policy Analysis; Political Influences; United States History; North Americans
    • Accession Number:
      10.1111/edth.12628
    • ISSN:
      0013-2004
      1741-5446
    • Abstract:
      This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language-sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such as educational practices, goals, norms, and organizational forms of educational institutions. John Dewey's educational theories exemplify the North American perspective on Continental pedagogics and its study of the fundamental nature of knowledge, reality, and existence. Dewey's writings diverge notably from this tradition, as he integrated into his work American pragmatism and an interest in the scientific method, an interest that plays a role in today's policy trends in the United States and elsewhere. Then again, Dewey took a critical stand toward instrumentalizing pedagogics for political aims. On this point, the German-born political philosopher Hannah Arendt agreed with him. As Arendt can be seen as an example of a Continental perspective on philosophy that includes a strong warning to separate politics and education, she relates to Dewey's argument against instrumentalization. Thus, this article also features some of her work. The overall intention is to contribute to a renewal of a language for pedagogics by delineating a historical-philosophical perspective on this specific field of professional practice.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1421049