Concepts and Paradigms in the Historiography of Educational Change: Some Reflections on the Uses of the Past
DOI:
https://doi.org/10.11575/jet.v21i3.52844Abstract
Ever since Butterfield 's seminal critique of the Whig interpretation of history, historians have held that judgements about the past should remain independent of the present. With reference to Kuhn and the application of concepts from the Renaissance of the Twelfth Century, this paper examines the process by which present-day meanings enter into judgements about the history of educational change . Contrary to the establi shed view, it argues that this phenomenon, better known as presentism, is an unavoidable and , ironically perhaps, a necessary condition for the study and teaching of history.
Downloads
Published
Issue
Section
License
The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.
Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.
