Zusammenfassung
Today the issue of ‘educational change’ is widely discussed. Such change, so we can hear, is needed because of increasing linguistic heterogeneity and cultural diversity, because of technological developments and because of the persisting correlation between social background and educational success. In this context ‘educational’ seems to refer to the institutional practice of the school. But what do we mean by school? In our contribution, we offer some elements of what we call an internal pedagogical perspective on school and on scholastic learning which clarifies its emancipatory potential as pedagogic form. This will allow us to address the issue of educational change differently and to substantiate a plea for bringing more ‘school’ into our educational institutions. We (1) distinguish between an internal perspective and various external perspectives on the school. We, than, (2) sketch the basic assumptions, operations and experiences of the school as pedagogic form emphasizing (3) that school is technically, pedagogically and practically composed and (4) indicating very briefly how school has and is been tamed. Finally (5) we suggest some challenges for making or reinventing school today, relating it briefly to the issue of teacher education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Literatur
Apple, M. (1979). Ideology and curriculum. London: Routledge & Kegan Paul.
Arendt, H. (2006). The crisis in education (1958). In Arendt, H. (Ed.), Between Past and Future (pp. 170–193). New York: Penguin.
Bachelard, G. (1934/1967). La formation de l’esprit scientifique. Contribution à une psychanalyse de la connaissance objective. Paris: Vrin.
Becker, G.S. (1976). The Economic Approach to Human Behavior. Chicago: University of Chicago Press.
Butler, J. (2015). Notes toward a performative theory of assembly. Cambridge/London: Harvard University Press.
Esposito, R. (2015). Persons and Things. Cambridge: Polity Press.
Flusser, V. (1999). The factory. In Flusser, V. (Ed.), The Shape of Things: A Philosophy of Design [Vom Stand der Dinge: Eine Kleine Philosophie des Design]. Trans. Anthony Mathews, 1993 (pp. 43–50). London: Reaktion Books.
Foucault, M. (1975). Surveiller et punir. Naissance de la prison. Paris : Gallimard.
Foucault, M. (2001). L’hermeneutique du sujet. Paris: Gallimard.
Freire, P. (2005). Teachers as Cultural Workers. Letters to Those Who Dare Teach. (Expanded Edition). Cambridge: West View Press.
Kohlberg, L., & R. Mayer (1972). Development as the aim of education. Harvard Educational Review, 42(4), 449–496.
Lancy, David F. (2008). The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge: University Press.
Masschelein, J., & Simons, M. (2013). In defense of school. A public issue. Leuven: Education Culture and Society publishers.
Masschelein, J., & Simons, M. (2015a). Lessons of/for Europe. Reclaiming the school and the university. In Gielen P. (Ed.), No culture, no Europe. On the foundation of politics (pp. 143-164). Amsterdam: Valiz.
Masschelein, J. & M. Simons (2015b). Education in Times of Fast Learning: the Future of the School. Ethics and Education, 10(1), 84–95.
Peschar, J., & Wesselingh, A. (Eds.). (1995). Onderwijssociologie, een inleiding. Groningen: Woltern-Noordhoff.
Rancière, J. (1988). École, production, égalité. In Renou, X. (Ed.) L’école contre la démocratie (pp. 79–96). Paris: Edilig.
Schultz, T. W. (1971). Investment in human capital: the role of education and of research. New York: Free Press.
Simons, M. (2014). Governing through feedback: From national orientation towards global positioning. In Fenwick, T., Mangez, E., & Ozga, J. (Eds.), World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education (pp.155–171). London, New York: Routledge.
Simons, M., & Masschelein, J. (2008). From schools to learning environments: The dark side of being exceptional. Journal of philosophy of education, 42 (3–4), 687–704.
Simons, M., & Masschelein, J. (2017). De leerling centraal in het Onderwijs? Grenzen van personalisering. [Putting the learner central stage? Limits of personalization]. Leuven: ACCO.
Sloterdijk, P. (2013). You must change your life. Cambridge: Polity Press.
Stiegler, B. (2013) Die Aufklärung in the Age of Philosophical Engineering. In: Hildebrandt, M., O’Hara, K. & Waidner, M. (Eds), Digital Enlightenment Yearbook (pp. 29–39). Amsterdam/Berlin: IOS Press
Verburgh, A., Simons M., Masschelein J., Janssen, R., Elen, J., & Cornelissen, G. (2016). School: Everyone can learn everything. In: Achten, V., Bouckaert, G., & Schokkaert, E. (Eds.), ’A truly golden handbook’: The scholarly quest for Utopia (pp. 263–271). Leuven: Leuven University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature
About this chapter
Cite this chapter
Masschelein, J., Simons, M. (2019). Bringing more ‘school’ into our educational institutions. Reclaiming school as pedagogic form. In: Bikner‐Ahsbahs, A., Peters, M. (eds) Unterrichtsentwicklung macht Schule. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-20487-7_2
Download citation
DOI: https://doi.org/10.1007/978-3-658-20487-7_2
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-20486-0
Online ISBN: 978-3-658-20487-7
eBook Packages: Education and Social Work (German Language)