The Hebartian theory of education is discussed. (DB)

Contrasts Condorcet's and Talleyrand's proposals for French education after the Revolution and the relationship between Condorcet's plans and his progressive thought. (DB)

Part I concentrates on the persons who were the chief importers and disseminators of the German educational theory and their interrelations. The doctrines of Herbartianism are considered in Part II. (DE)

Discusses phenomenology as it relates to the theory that radical distinction cannot be sustained for subject and object, based on our perceptions of the factors involved. Focuses on Michel Foucault's philosophy and Jacques Derrida's anti-essentialist phenomenology. States that potential exists for rethinking the politics of theory in education.…

Discusses the possibility that L. Vygotsky, described as the "Mozart of Psychology," met and exchanged views with John Dewey in 1928 and describes the meeting of the minds evidenced in Dewey's writings after 1925 and Vygotsky's writings toward the end of his life. (SLD)

Suggests that the 20th century has been the century of the application of disciplines - philosophy, psychology, history, sociology, statistics, cognitive science, and computer science - to educational thought on an unprecedented scale. The same disciplines, in the service of the study of women by women, have led to a whole new complex of thought…

As any glance at contemporary educational literature demonstrates, the concept of "constructivism" carries with it enormous appeal. Contemporary literature also reveals that many current educational reform initiatives encourage teaching practices that many people refer to as constructivist (Brooks and Brooks 1993; Roth 1993; Crawford and Witte…

In her response to Elvira Panaiotidi, Janice Waldron says that Panaiotidi makes a strong case that MEAE and praxialism represent, respectively, the poesis and praxis strands of the Aristotelian conception of art and that, consequently, one cannot conclude that the two accounts are ontologically incompatible. In this article, Janice Waldron, wishes…

Using social education as a theoretical framework, this article examines the educational theories of Nannie Helen Burroughs (1883-1961), founder of the National Training School for Women and Girls in 1909, and discusses the social studies curriculum at her school. Burroughs's papers reveal her efforts to build a curriculum that blended practical,…

The history of pedagogics gives the impression that pedagogics has never had an identity of its own. Throughout history it has borrowed its identity from philosophy, theology, psychology and sociology. Against the background of this historical challenge, the article proposes pedagogical practice as an alternative identity to pedagogics, although…

Drawing on an analysis of the history of the area of endeavour known, in South Africa, as Academic Development and, internationally, as Educational Development, this article argues the need for a Third Generation model of Academic Development Practice in South Africa. The Third Generation model links Academic Development with quality management…

This paper is a brief biographical sketch of William Heard Kilpatrick who was a leading advocate of progressive education. A 22-item bibliographical essay is included. (DB)

A systematic bibliography of publications in the field of educational history based on recent acquisitions of the Centre for the Study of History of Education, Ghent (Belgium). (Author)