"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.

该提案的重点是特定概念领域的出现，传播，变化和转变，该领域是由在桥梁时间（Sattelzeit）期间在德语世界中的形容词教学（包括其否定，比较和复合材料）组织的，即在现代概念突破期间（约1750-1850）。两个初步发现证实了应用程序的方向。首先，这种教育领域的中心形容词仅在18世纪的德语中才出现。其次，从一开始，这个概念领域就有矛盾的使用。一方面，它被用作属于教学法的关系形容词。另一方面，它被用作一种符合条件的形容词，描述了现象的实质特征，就像在教学关系中一样。鉴于这个中心概念领域的历史性和变化，该项目研究了时间，含义及其区别，以及在形成学科教育语言的早期阶段的概念领域的兴起。特别是，该项目着重于在小学和高中教师的文本中使用的强度和不同含义。该概念领域的整合将从概念历史的角度进行分析，以广泛的百科全书，期刊和书籍为教育领域的这些不同部分出版。迄今为止，概念历史的重点是对名词及其使用的分析。但是，该项目寻找一个由一组形容词塑造的概念领域。从这个意义上讲，该提案旨在分析在巩固不同学科语言的过程中使用形成样式的形容词的使用。最后，这些项目方法学采用了数字人文科学的建议，以处理大量印刷材料。