Details

Autor(en) / Beteiligte

• Bulle, Nathalie

Titel

Educating "Modern Mind" in the Light of the Evolution of Western Educational Thought

Ist Teil von

• Historical social research (Köln), 2017-01, Vol.42 (4), p.253-279

Ort / Verlag

Cologne: GESIS - Leibniz Institute for the Social Sciences

Erscheinungsjahr

2017

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• »Die Erziehung zu ‚modernem Denken‘ im Kontext der Entwicklung westlicher Bildungsgedankemt«. My thesis is that liberal and progressive education models respectively refer to dual and unitary conceptions of intellectual development, and that these differences account for their pedagogical antagonisms. I test the validity of this argument by using it to account for the evolution of Western pedagogy and the fate of liberal and progressive education. I introduce the dualist epistemological premises of the major educational models that have followed one after the other in the history of Western education. Then, I account for the impact of classical empiricism, and later evolutionary doctrines, on the discredit of liberal education and the emergence of educational progressivem. Progressive educational conceptions are rooted in a representation of humankind developed under the influence of the Darwinian revolution. They justify an adaptive model of the mind within the framework of a functionalist psychology. According to alternative currents of modern educational thought, the use of auxiliary means of thought marks a rupture with human biological development. These currents underpin a dual conception of human reason according to which rational or theoretical understanding is a sui generis dimension of thought. They offer support for a modernized version of liberal education.