"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.

该建议的重点是在桥梁时期（Sattelzeit），即现代概念突破期间（约1750-1850年），德语世界中一个特定概念领域的出现、传播、变化和转变，该领域由形容词pedagogical（包括其否定、比较和复合）组织。两个初步发现证实了应用的方向。首先，这个教育领域的中心形容词仅在18世纪才出现在德语中。其次，从一开始，这个概念领域就有一种矛盾的用法。一方面，它被用作关系形容词，暗示属于教育学。另一方面，它被用作描述一种现象的实质性特征的限定性形容词，比如在表达教学关系中。鉴于这一中心概念领域的历史性和变化性，该项目调查了时间性、意义和它们的差异，以及在教育学科语言形成的早期阶段这一概念领域的高涨。该项目特别关注小学和高等学校教师在文本中使用英语的不同强度和不同含义。这一概念领域的巩固将从概念历史的角度进行分析，其基础是为这些教育领域的不同部分出版的广泛的百科全书、期刊和书籍。到目前为止，概念史主要集中在名词及其用法的分析上。然而，这个项目寻找一个由一组形容词塑造的概念领域。从这个意义上说，本文旨在分析不同学科语言在整合过程中形成风格的形容词的使用。最后，项目方法采用数字人文学科的建议来处理大量的印刷材料。