"Pedagogical". Emergence, Imposition, variance and transformation of a modern conceptual field (German states, approx. 1750-1850)

“教学”。

• 批准号: 396831010
• 负责人: Professor Dr. Marcelo Alberto Caruso
• 金额: --
• 依托单位: Institut für Erziehungswissenschaften
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/396831010?language=en
• 关键词: Pedagogical; Emergence; Imposition; variance; transformation

The proposal focuses on the emergence, spread, variations and transformation of a particular conceptual field, which is organized by the adjective pedagogical (including its negations, comparisons and composites) in the German-speaking world during the bridge time (Sattelzeit) i.e. during the breakthrough of modern concepts (ca. 1750-1850). Two preliminary findings substantiate the direction of the application. First, this central adjective for the fields of education emerged in German only in the course of the 18th century. Second, from the very beginning, there was an ambivalent use of this conceptual field. On the one hand, it was employed as a relational adjective implying belonging to pedagogy. On the other hand, it was used as a qualifying adjective describing a substantial trait of a phenomenon, like in the expression pedagogical relationships. In view of the historicity and variations of this central conceptual field, the project investigates the temporality, meanings and their differentiation as well as the upsurge of this conceptual field in the early phase of the formation of a disciplinary language for education. Particularly, the project focuses on the differing intensity and varying meanings of its use in texts for elementary and higher school teachers. The consolidation of this conceptual field will be analysed from the perspective of conceptual history based on a wide range of encyclopaedias, journals and books published for these different segments of the educational field. Conceptual histories have thus far focused on the analysis of nouns and their use. This project, however, looks for a conceptual field shaped by a group of adjectives. In this sense, the proposal aims at analysing the use of style-forming adjectives during the consolidation of distinct disciplinary languages. Finally, the projects methodology adopts suggestions from the digital humanities in dealing with a large number of printed materials.

该提案关注的是德语世界在桥梁时期(Sattelzeit)，即现代概念的突破期(约1750-1850)，由形容词教育性(包括其否定、比较和复合)组织的特定概念场的出现、传播、变异和转变。两个初步发现证实了申请的方向。首先，这个教育领域的中心形容词直到18世纪才出现在德语中。其次，从一开始，就存在着对这一概念领域的矛盾使用。一方面，它被用作关系形容词，表示属于教育学。另一方面，它被用作限定形容词，描述一种现象的实质性特征，如在表达教学关系时。鉴于这一中心概念领域的历史性和变异性，本项目考察了这一概念领域的时间性、意义及其分化，以及这一概念领域在教育学科语言形成的早期阶段的热潮。该项目特别关注中小学教师在课文中使用它的不同强度和不同的含义。将根据为教育领域这些不同部分出版的各种百科全书、期刊和书籍，从概念史的角度分析这一概念领域的巩固。到目前为止，概念史的重点是对名词及其用法的分析。然而，这个项目寻找的是一个由一组形容词塑造的概念领域。在这个意义上，该提案旨在分析在巩固不同学科语言的过程中形成风格的形容词的使用情况。最后，项目方法论在处理大量印刷材料时采纳了数字人文学科的建议。