"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.

该提案侧重于一个特定概念领域的出现，传播，变化和转变，这是由德语世界的形容词教学法（包括其否定，比较和合成）在桥梁时间（Sattelzeit），即在现代概念的突破（ca。（1750-1850）。两项初步调查结果证实了申请的方向。第一，教育领域这个中心形容词直到世纪才在德语中出现。第二，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，它被用作一个限定性形容词，描述一种现象的实质特征，如在表达教学关系中。鉴于这一中心概念场的历史性和变异性，本项目考察了这一概念场的时间性、意义及其分化，以及这一概念场在教育学科语言形成初期的兴起。特别是，该项目的重点是不同的强度和不同的意义，它的使用在小学和高中教师的文本。将根据为教育领域的这些不同部分出版的各种报刊、杂志和书籍，从概念史的角度分析这一概念领域的巩固。概念史迄今为止一直专注于名词及其使用的分析。然而，这个项目寻找一个由一组形容词形成的概念领域。从这个意义上说，该建议旨在分析在巩固不同学科语言期间形成风格的形容词的使用。最后，该项目的方法采用了数字人文的建议，在处理大量的印刷材料。