Transforming theories of childhood and early childhood education child study and the empirical assault on Froebelian rationalism

Paedagogica Historica

Volumn 45, Issue 4-5, 2009, Pages 585-604

  Brehony, Kevin J ^a  

^a UNIVERSITY OF ROEHAMPTON   (United Kingdom)

Author keywords

Bourdieu; Early years; Empiricism; Epistemological break; Froebel; G. Stanley Hall; Legitimation; Metaphysics; Montessori; New Education; Philosophy; Rationalism; Sciences of education; Sciences of the child

Indexed keywords

EID: 75649118257     PISSN: 00309230     EISSN: 1477674X     Source Type: Journal    
DOI: 10.1080/00309230903100965     Document Type: Article

References (108)

1. K.J. Brehony, "From the particular to the general, the continuous to the discontinuous: progressive education revisited," History of Education 30, no. 5 (2001): 413-32.
2. Gregor McLennan, "Post-Marxism and the 'four sins" of modernist theorising," New Left Review no. 218 (1996): 53-74.
3. Emily Anna Eliza Shirreff, The Claim of Froebel's System to be Called "The New Education" (London: A.N. Myers, 1877).
4. Robert King Merton, Social Theory and Social Structure (Glencoe, IL: Free Press, 1957), 5.
5. John Cottingham, Rationalism (London: Paladin, 1984).
6. David F. Lindenfeld, The Practical Imagination: The German Sciences of State in the Nineteenth Century (Chicago, IL and London: University of Chicago Press, 1997).
7. Gareth Stedman Jones, "The Marxism of the early Lukács: an evaluation," New Left Review 1, no. 70 (1971): 27-64.
8. Lev S. Vygotsky, Educational Psychology (New Delhi: Pentagon Press, 2006), 2.
9. John Dewey and Jo Ann Boydston, The later works, 1925-1953 (Carbondale, IL: Southern Illinois University Press, 1984), 22.
10. John Dewey, The Quest for Certainty: A Study of the Relation of Knowledge and Action (New York: Capricorn, 1960).
11. Max Weber, Economy and Society (London: University of California Press, 1978), 24-25.
12. Herbert Marcuse, One dimensional man (London: Sphere Books, 1968), 122.
13. Jurgen Habermas, The Theory of Communicative Action: Lifeworld and System: a Critique of Functionalist Reason, trans. Thomas McCarthy (Cambridge: Polity Press, 1989), 304.
14. Michel Foucault and Colin Gordon, Power/Knowledge: Selected Interviews and Other Writings, 1972-1977 (New York and London: Harvester Wheatsheaf,1980), 197.
15. Michel Foucault, "The Birth of Biopolitics," in Ethics: Subjectivity and Truth, ed. Paul Rabinow (London: Allen Lane, 1997), 73-79.
16. Rita Hofstetter and Bernard Schneuwly, "Introduction. Progressive Education and Educational Sciences. The tumultuous relations of an indissociable and irreconcilable couple? (late 19th-mid-20th century)," in Passion, Fusion, Tension: New Education and Educational Sciences: End 19th-Middle 20th Century = education nouvelle et sciences de l'éducation: fin du 19e-milieu du 20e siècle, ed. Rita Hofstetter and Bernard Scheuwly (Bern and New York: Lang, 2006), 1-15.
17. Wendy Robinson, The Pupil-Teacher Centre in England and Wales in the Late Nineteenth and Early Twentieth Centuries: Policy, Practice and Promise (Cambridge: University of Cambridge, 1997).
18. John Bernard Thomas, British Universities and Teacher Education: A Century of Change (London and New York: Falmer Press, 1990).
19. Pierre Bourdieu and Richard Nice, Science of Science and Reflexivity (Chicago: University of Chicago Press, 2004), 64-65.
20. Ibid., 66.
21. Ibid., 65.
22. Alex Robertson, "Schools and Universities in the Training of Teachers: The Demonstration School Experiment 1890 to 1926," British Journal of Educational Studies 40, no. 4 (1992): 361-78.
23. J.J. Findlay, Principles of Class Teaching (London: Macmillan, 1902).
24. Pierre Bourdieu, The Logic of Practice (Cambridge: Polity Press, 1990), 68-69.
25. Robert R. Rusk, "Sir John Adams: 1857-1934," British Journal of Educational Studies 10, no. 1 (1961): 49-57.
26. John Adams, The Herbartian Psychology Applied to Education (London: D.C. Heath, 1897), 6.
27. Ibid., 26.
28. Leonard S. Hearnshaw, A Short History of British Psychology, 1840-1940 (London: Methuen, 1964), 257.
29. Carolyn Steedman, Childhood Culture and Class in Britain: Margaret McMillan 1860-1931 (London: Virago, 1990).
30. Alexander Bain, The Senses and the Intellect (London: J.W. Parker & Son, 1855).
31. Ellen Key, The century of the child (New York and London: Putnam, 1909).
32. J.J. Findlay, "On the Study of Education," in Special Reports on Educational Subjects, ed. Board of Education (London: HMSO, 1898), 350.
33. Thomas Raymont, The Principles of Education (London: Longmans Green, 1905).
34. Wilhelm Rein, "Pestalozzi and Herbart," Peabody Journal of Education 5, no. 1 (1927): 3-6.
35. Lucien Criblez, "'Experimental pedagogy' in German-speaking Switzerland after 1900. Scientific bases for school reform?," in Passion, Fusion, Tension: New Education and Educational Sciences: End 19th-Middle 20th Century = education nouvelle et sciences de l'éducation: fin du 19e-milieu du 20e siècle, ed. Rita Hofstetter and Bernard Scheuwly (Bern and New York: Lang, 2006), 37-68.
36. Kevin J. Brehony, ed., Friedrich Froebel's The Education of Man (London: Routledge, 2001), 2.
37. Frank Herbert Hayward, The Educational Ideas of Pestalozzi and Fröbel (London: Ralph Holland & Co., 1905), 86.
38. Geoffrey Russell Searle, Eugenics and Politics in Britain, 1900-1914 (Leyden: Noordhoff, 1976).
39. Arnold Gesell and Beatrice Chandler Gesell, The Normal Child and Primary Education (London: Ginn, 1912).
40. G. Stanley Hall, Educational Problems (New York and London: D. Appleton and Company, 1911).
41. Gesell and Gesell, The Normal Child and Primary Education, 27-28.
42. Emily D. Cahan, "Toward a socially relevant science: notes on the history of child development research," in When Science Encounters The Child: Education, Parenting, and Child Welfare in 20th-century America, ed. Barbara Beatty, Emily D. Cahan and Julia Grant (New York: Teachers College Press, 2006), 16-34.
43. Hall, Educational Problems, 2.
44. Ibid., 9.
45. Mary Louch, "Educational Progress in America," Journal of Education XV, November (1893): 619-36.
46. K. Stevens, "Child-Study," in The Encyclopaedia and Dictionary of Education, ed. Foster Watson (London: Pitman, 1921).
47. Granville Stanley Hall, "A Topical Syllabus for Child Study," Journal of Education XVI, December (1894): 711-12. Horripilation is commonly known as "goose bumps", a nervous discharge that causes contractions of the muscles.
48. Alice Woods, "Child Study," ibid. XX, July (1898): 396-97.
49. Cyril Burt, "The Historical Development of the Guidance Movement in Education-England," in The Yearbook of Education, ed. G.F. Bereday and J.A. Lauwerys (London: Evans, 1955), 80-99.
50. Alan George Caws, "Child Study Fifty Years Ago," Quarterly Bulletin of the British Psychological Society 1 (1949): 104-09.
51. Dorothea Beale, "Notes on Psychology," Journal of Education VII, March (1886): 107-09.
52. Philip Boardman, The Worlds of Patrick Geddes (London: Routledge & Kegan Paul, 1978)
53. Helen Elizabeth Meller, Patrick Geddes: Social Evolutionist and City Planner (London and New York: Routledge, 1990).
54. "Her point of view," New York Times, Wednesday February 18 1894: 18
55. John Nisbet, "Early Textbooks in Educational Research: the birth of a discipline," European Educational Research Journal 1, no. 1 (2002): 37-44.
56. Stevens, "Child-Study."
57. Alice Woods, "Child Study," Journal of Education XX, July (1898): 396-97.
58. Hall, Educational Problems, 6.
59. Catherine I. Dodd, "A Study in School Children," National Review 15, September (1898): 67.
60. Peter Sandiford, "The Mental and Physical Life of School Children," in Outlines of Education Courses in Manchester University, ed. University of Manchester Department of Education (Manchester: Manchester University Press, 1911), 165-84.
61. Hearnshaw, A Short History of British Psychology, 1840-1940.
62. Peter Collins, "The Origins of the British Association's Education Section," British Journal of Educational Studies XXVII, no. 3 (1979): 232-44.
63. E.R. Lankester, "President's Address," in Report of the British Association for the Advancement of Science, ed. British Association for the Advancement of Science (London: John Murray, 1906).
64. John Bernard Thomas, "J.A. Green, Educational Psychology and the Journal of Experimental Pedagogy," History of Education Society Bulletin, no. 29 (1982): 41-45.
65. A. Lloyd Evans, "The place of psychology in the training of teachers," British Journal of Educational Psychology 5, Part III (1935): 257-64.
66. Cyril Burt, "Children's Dreams," Child Study XIII, no. 2 (1920): 29-31.
67. John Henry Muirhead, "The Scope and Object of Child-Study," The Paidologist VII, no. 2 (1905): 66-73.
68. William James, Talks To Teachers On Psychology (London: Longmans Green, 1899).
69. John Alfred Green, Experimental Studies in Education, ed. British Association for the Advancement of Science (London: John Murray, 1908), 941-2.
70. J.J. Findlay, "Scientific Method in the Study of Education," in Report of the British Association for the Advancement of Science (London: John Murray, 1908), 942-44.
71. Robert R. Rusk, Experimental Education (London: Longmans Green, 1919).
72. John Dewey and John L. Childs, "The Underlying Philosophy of Education," in John Dewey: The Later Works, 1925-1953, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1981), 77-103.
73. Rusk, Experimental Education. 5.
74. Raymont, The Principles of Education. 69.
75. Bourdieu and Nice, Science of Science and Reflexivity.
76. Muirhead, "The Scope and Object of Child-Study". 68.
77. Kevin J. Brehony, "The kindergarten in England 1851-1918," in Kindergartens and Cultures: The Global Diffusion of an Idea, ed. Roberta Lyn Wollons (New Haven, CT: Yale University Press, 2000), 59-86
78. Kevin J. Brehony, "English revisionist Froebelians and the schooling of the urban poor," in Practical Visionaries: Women, Education and Social Progress 1790-1930, ed. Pam Hirsch and Mary Hilton (London: Longman, 2000) 183-99
79. Kevin J. Brehony, "The Froebel movement in England 1850-1911: texts, readings and readers," in Perspektiven der Fröbelforschung, ed. Helmut Heiland, Michael Gebel and Karl Neumann (Wurzburg: Königshausen & Neumann, 2006), 49-64.
80. H. Brown Smith, "The Kindergarten," in The Encyclopaedia and Dictionary of Education, ed. F. Watson (London: Sir Isaac Pitman, 1921), 933-5.
81. Harry Thisleton Mark, "Moral Education in American Schools. With Special Reference to the Formation of Character and to Instruction in the Duties of Citizenship," in Special Reports on Educational Subjects, ed. Board of Education (London: HMSO, 1902), 11-254.
82. Brown Smith, "The Kindergarten."
83. Elsie Riach Murray, Froebel as a Pioneer in Modern Psychology (London: Geo Philip & Son, 1914), 1.
84. Marc Depaepe, "Experimental research in education, 1890-1940: historical processes behind the development of a discipline in Western Europe and the United States," in Education and Europe: Historical And Contemporary Perspectives, ed. Maurice Whitehead (Hull: University of Hull, 1992), 67-93.
85. Maria Montessori, Pedagogical Anthropology, trans. Frederic Taber Cooper (London: William Heinemann, 1913), 14.
86. Maria Montessori, The Montessori Method, trans. Anne George (New York: Frederick Stokes, 1912), 1.
87. Ibid., 72.
88. Sol Cohen, "Maria Montessori: priestess or pedagogue?," Teachers College Record 71, no. 2 (1969): 313-26
89. Angeline Stoll Lillard, Montessori: The Science behind the Genius (Oxford: Oxford University Press, 2005).
90. Hélène Leenders, Montessori en fascistisch Italië: een receptiegeschiedenis (Baarn: Intro, 1999).
91. Gesell and Gesell, The Normal Child and Primary Education, 22.
92. Ibid., 9.
93. Ibid., 20.
94. Thomas S. Kuhn, The Structure of Scientific Revolutions (Chicago and London: University of Chicago Press, 1996).
95. Michel Foucault, The Order of Things (New York: Vintage Books, 1994), 50.
96. Depaepe, "Experimental research in education, 1890-1940: historical processes behind the development of a discipline in Western Europe and the United States."
97. Vygotsky, Educational Psychology. 1.
98. Bourdieu and Nice, Science of Science and Reflexivity.
99. Criblez, "'Experimental pedagogy' in German-speaking Switzerland after 1900: Scientific bases for school reform?,"
100. Hofstetter and Schneuwly, "Introduction: Progressive Education and Educational Sciences. The tumultuous relations of an indissociable and irreconcilable couple? (late 19th-mid 20th century),"
101. Depaepe, "Experimental research in education, 1890-1940: historical processes behind the development of a discipline in Western Europe and the United States."
102. Bourdieu and Nice, Science of Science and Reflexivity, 34-35.
103. Depaepe, "Experimental research in education, 1890-1940: historical processes behind the development of a discipline in Western Europe and the United States."
104. Adrian Wooldridge, Measuring the Mind: Education and Psychology in England, c. 1860-c. 1990 (Cambridge: Cambridge University Press, 1994), 62.
105. Hearnshaw, A Short History of British Psychology, 1840-1940, 270.
106. Kevin J. Brehony, "Representations of Socialist educational experiments in the 1920s and 1930s: The place of the Sciences of Education," in Passion, Fusion, Tension. New Education and Educational Sciences-Education nouvelle et Sciences de l'éducation (end 19th-middle 20th century-fin 19e-milieu 20e siècle, ed. Rita Hofstetter and Bernard Schneuwly (Bern: Peter Lang, 2006), 271-304
107. Kevin J. Brehony, "A New Education for a New Era: Creating International Fellowship Through Conferences 1921-1938," Paedagogica Historica 40, nos 5 & 6 (2004): 733-55.
108. Board of Education, The Report of the Consultative Committee on Infant and Nursery Schools (London: HMSO, 1933), Ch. 1, Section 21.