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L’histoire de l’éducation : discipline de recherche historique ou science auxiliaire de l’action pédagogique? Les leçons d’une comparaison franco-allemande

Jean-Luc Le Cam 1
1 CRBC Brest - Centre de recherche bretonne et celtique
UBO - Université de Brest, IBSHS - Institut Brestois des Sciences de l'Homme et de la Société, CRBC - Centre de recherche bretonne et celtique
Abstract : Noting that history is regularly called upon as an illustration or argument in debates on education, and relying on the concept of “regimes of historicity” defined by François Hartog, the article examines the question of the usefulness of research in the history of education for contemporary reflection on the problems of the educational system. It does this by comparing the French and German traditions in this area. A homeland of educational theorists, Germany has long considered this particular history as an auxiliary science of general pedagogy while Republican France had a more ideological conception of historical studies on education, relating to political history. The positions have since moved closer together, through the renewal of themes and approaches, but significant differences in the institutional and disciplinary position of these studies still exist. The last section seeks to assess the contribution of historiography to the understanding of contemporary problems, identifying the barriers to the reception of this research by the public and policy makers. The ongoing debates in the discipline also show that tension lies therein, in France as in Germany, between the imperatives of social utility and those of scientific logic.
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https://hal.univ-brest.fr/hal-01164999
Contributor : Véronique Le Gall <>
Submitted on : Thursday, June 18, 2015 - 11:46:24 AM
Last modification on : Friday, June 12, 2020 - 9:55:01 AM

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  • HAL Id : hal-01164999, version 1

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Jean-Luc Le Cam. L’histoire de l’éducation : discipline de recherche historique ou science auxiliaire de l’action pédagogique? Les leçons d’une comparaison franco-allemande. Histoire de l’éducation , ENS Editions, 2013, 137, pp.93-123. ⟨hal-01164999⟩

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