The Social Making of Educational Theory: Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

The Social Making of Educational Theory : Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory. / Øland, Trine; Sandbjerg Hansen, Christian.

In: Nordic Journal of Educational History, Vol. 1, No. 2, 24.11.2014, p. 3-26.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Øland, T & Sandbjerg Hansen, C 2014, 'The Social Making of Educational Theory: Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory', Nordic Journal of Educational History, vol. 1, no. 2, pp. 3-26. <http://ojs.ub.umu.se/index.php/njedh/issue/view/2>

APA

Øland, T., & Sandbjerg Hansen, C. (2014). The Social Making of Educational Theory: Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory. Nordic Journal of Educational History, 1(2), 3-26. http://ojs.ub.umu.se/index.php/njedh/issue/view/2

Vancouver

Øland T, Sandbjerg Hansen C. The Social Making of Educational Theory: Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory. Nordic Journal of Educational History. 2014 Nov 24;1(2):3-26.

Author

Øland, Trine ; Sandbjerg Hansen, Christian. / The Social Making of Educational Theory : Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory. In: Nordic Journal of Educational History. 2014 ; Vol. 1, No. 2. pp. 3-26.

Bibtex

@article{71c910698c044c32b8c0295b3c056f9f,
title = "The Social Making of Educational Theory: Unravelling 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 = "Faculty of Humanities, educational theory, epistemology, social history, new sociology of ideas, educational theory, epistemology, philosophy, history, new sociology of ideas",
author = "Trine {\O}land and {Sandbjerg Hansen}, Christian",
year = "2014",
month = nov,
day = "24",
language = "English",
volume = "1",
pages = "3--26",
journal = "Nordic Journal of Educational History",
issn = "2001-7766",
publisher = "Ume{\aa} University",
number = "2",

}

RIS

TY - JOUR

T1 - The Social Making of Educational Theory

T2 - Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory

AU - Øland, Trine

AU - Sandbjerg Hansen, Christian

PY - 2014/11/24

Y1 - 2014/11/24

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 - Faculty of Humanities

KW - educational theory

KW - epistemology

KW - social history

KW - new sociology of ideas

KW - educational theory

KW - epistemology

KW - philosophy

KW - history

KW - new sociology of ideas

M3 - Journal article

VL - 1

SP - 3

EP - 26

JO - Nordic Journal of Educational History

JF - Nordic Journal of Educational History

SN - 2001-7766

IS - 2

ER -

ID: 125757350