Jon L. Saari defines the generation of educated Chinese born around the turn of the twentieth century as "the last to have the world of Confucian learning etched into their memories as schoolboys, ...yet the first as a group to confront the intrusive Western world." The legacies of growing up in a changing environment deeply affected this generation's responses to the further changes in the world they confronted as adults. In the collapse of the Ch'ing dynasty and the chaos of the early twentieth century, traditional ideas of the self, the nature of relationships in society, and ethical behavior had to be reexamined and redefined. To reconstruct what those who lived through and shaped this extraordinary period felt, needed, thought, and became as children and adults, Saari draws on autobiographical writings and his own interviews among the elderly on Taiwan and Hong Kong. He interprets this material within its Chinese context but brings Western sociological, anthropological, and psychological insights to bear on it.
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 not in the classical sense of an absolute and self-sufficient identity, and it develops one particular ontological theory of pedagogical practice viewed from a life-world approach with the ambition of suggesting a theoretical point of departure for pedagogical research.
The purpose of this study is to reconsider the historical significance of the positivism of Masataro Sawayanagi's Jissaiteki-Kyoikugaku (Practical Educational Studies). There are many previous ...studies of the book, of which the historical significance seems to be settled, however, this significance can be greatly relativized by considering the history of science, pedagogy, and education research by teachers in the early 20th century. Based on the contemporary history thereof, this study reconsiders the theories of the book. Based on the history of science and pedagogy in the early 20th century, it can be seen that Jissaiteki-Kyoikugaku is an example of the argument that pedagogy becomes empirical science in the multifaceted development of positivism. The book attempted the elimination of "testimony" from scientific evidence. Moreover, it is found that it suspended without determining the method of measuring the educational fact. Based on the history of Japanese educational theory in the early 20th century, it can be seen that this book was a characteristic in the setting of the scope of educational facts, which attracted discussion. Moreover, it attempted to identify the authenticity and causality of facts by the “purpose of education”. In addition, the hierarchy created in research on educational facts was a particular characteristic in the positioning of historical research. The usefulness of pedagogy was also advocated leading to discussion. As a leader in educational practice, Sawayanagi called for the remodeling of pedagogy and collaboration between teachers and pedagogists. His theory that researches into “educational facts” became a force justifying systematic reform was especially important. He tried to give pedagogy a unique standpoint for the solution of the educational problems independently from other political and economic standpoints. Since the 20th century, pedagogy in Japan has been influenced by positivism. When exploring for the ideal form of pedagogy in contemporary society, it is important to consider how the pedagogy of the future should address positivism. Jissaiteki-Kyoikugaku is one of the first important works influenced by positivism in Japan. Research on this book provides important suggestions as to why positivism has come to be emphasized in Japanese pedagogy and what historical issues have remained unsolved.
The article substantiates the topicality of the research problem, proves that a future teacher’s scientific-research culture is becoming an important phenomenon in the context of modern ideas about ...culture under the conditions of fundamentalization of education, variable and polycultural character of educational systems, intensive growth of volumes of scientific and pedagogical information, frequent changes in scientific paradigms and pedagogical technologies, rapid renewal of scientific knowledge system. On the basis of narrative, historical-genetic and chronological methods the historical aspects of the problem of formation of future teachers’ scientific research culture are covered. The coverage creates a methodological basis for its solution, makes it possible to trace the dynamics of the problem development. It is concluded that still in the eras of Ancient Civilizations and Classical Antiquity the requirement for educating a person capable of searching for the truth, who is able to “learn great-mindnedness”, came to the fore. The Renaissance Period was characterized by the tendencies aimed at raising the status of an educated person capable of independent thinking, critical judgment, research, self-education, self-cognition. The main requirements of pedagogical education of the Enlightenment Period are the cultivation of scientifically meaningful knowledge, activation of a person’s mental forces, his self-disclosure through scientific knowledge, the evolution of pedagogical training of teachers, at the core of which there is scientific work. The main slogan of pedagogical developments of the first half of the XX century was to apply heuristic, research, and experimental methods as the means of formation of thinking skills, intellectual activity, and self-education. The second half of the twentieth century was marked by the systematization and generalization of knowledge on the methodology and methods of pedagogical research, organizational and practical principles of research training in secondary and higher school. However, the systematic study of various aspects of teachers’ scientific research culture, the issues of pedagogical science methodology become especially important only at the beginning of the XXI century.
À partir d’un modèle de pensée ancré dans la logique trialectique, cet article se propose d’étudier les conditions d’existence du rapport entre la liberté et l’éducation dès lors que l’humanisme de ...la Renaissance les a défini comme consubstantielles. Plus précisément, en nous référant au paradigme de la complexité, que l’on enrichi ici des apports de la logique trialectique, nous étudions la relation liberté/éducation en la repositionnant dans un réseau complexe d’influences pour tenter de mettre en exergue les concepts tiers qui l’ont successivement gouvernée. S’il est admis que l’Éducation nouvelle n’est, in fine, pas si « nouvelle » que cela, travailler la question de la liberté – figure de proue de ce mouvement – présente l’intérêt de montrer, qu’en effet, l’idée de liberté portée par ce mouvement est le produit d’influences antérieures, tout en étant, également, une renégociation complexe de cet héritage par le biais de l’émergence d’un nouveau concept médiateur qui redéfinit les possibilités même de la relation entre la liberté et l’éducation.
From a model of thinking based on a trialectic logic, this article proposes to study the conditions of existence of the link between freedom and education since the humanism of the Renaissance was defined as consubstantial. More specifically, referring to the paradigm of complexity, which is enriched by the contributions of trialectic logic, we study the relationship freedom / education on repositioning it in a complex network of influences in order to highlight the concepts third who successively governed it. If it is recognized that the New Education is not so "new", this work about freedom - figurehead of this movement - has the advantage of showing that, indeed, the idea of freedom carried by this movement is the product of past influences, while it is also a complex renegotiation of this legacy through the emergence of a new mediator concept that redefines the relationship between freedom and education.
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