The disciplinarity of the specialized administration. Knowledge acquistion, knowledge production, and knowledge practices of the mid-level Prussian school administration 1817-1919

专门行政的纪律。

• 批准号: 497108458
• 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
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/497108458?language=en
• 关键词: disciplinarity; specialized; administration.; Knowledge; acquistion

The research proposal examines the development and consolidation of the disciplinarity of the specialized primary school administration in Prussia between the period of its establishment in 1817 and the dissolution of the previously dominant clerical school supervision in 1919. Here, disciplinarity denotes the interweavings of various paths of knowledge acquisition, knowledge production and knowledge practices which allowed the school administrations’ office holders to gain legitimacy for solving a twofold task: governing schools via bureaucratic norms and – at the same time – respecting the idiosyncrasies, inherent logic and specificity of pedagogic interactions characteristic of school contexts. Hence, disciplinarity is comprised of a legitimatory and factual level. With regard to the former, disciplinarity is utilized to approach the specific constellation in which a professional administration is established without drawing references from one particular disciplinary context. The research design reconstructs the emergence and consolidation of a contested disciplinarity that was not only shaped by pedagogy, but also by the fields of theology and law. Concerning the factual level, the project examines how mid-level primary school authorities cumulated, produced and used knowledge about imparting teaching, organizing schools and giving religious instruction. This occurred within a context which called for a school supervision that not only monitored the schools (executive power), but also advised and guided the teachers (formative power). Thus, the proposal seeks to reconstruct what was considered “disciplinary” in the activities of school administrations without presupposing a specific prototypical discipline such as "pedagogy" or "education". Basing the project on a history of knowledge approach allows for an analysis of mixed constellations of disciplinary perspectives and contradictory requirements of school administrations without presuming a certain consolidated discipline. Archival and bibliographic research for a representative and yet problem-oriented (‘Kulturkampf’) selection of Prussian provinces form the basis for investigating the knowledge acquisition (prosopographic database of the school administrators and their professional background), knowledge production (forms of knowledge and preferences traced through publications) and knowledge practices (practices of supervision and guidance, including their techniques and materialities). The research proposal aims to produce a comprehensive overview of the disciplinarity of Prussian school administration while simultaneously conducting systematic regional comparisons (provinces, administrative districts, urban districts), which ultimately challenge the seemingly homogenous image of the workings of Prussian school administrations..

该研究计划探讨了普鲁士专门小学管理部门在1817年成立至1919年解散以前占主导地位的文书学校监督期间的纪律性的发展和巩固。在这里，纪律性是指知识获取、知识生产和知识实践的各种途径的交织，使学校行政部门的官员能够获得合法性，以解决双重任务：通过官僚规范管理学校，同时尊重学校环境特有的教学互动的特质、内在逻辑和特殊性。因此，纪律性是由合法性和事实的水平。就前者而言，学科性被用来处理建立专业行政管理的具体星座，而不参考某一特定学科背景。研究设计重建了一个有争议的学科的出现和巩固，这不仅是由教育学，但也由神学和法律领域的形状。在实际层面，该项目审查了中级小学当局如何积累、产生和使用关于传授教学、组织学校和提供宗教教育的知识。这是在要求学校监督的背景下发生的，这种监督不仅监督学校（行政权力），而且还向教师提供咨询和指导（形成权力）。因此，该提案试图重建学校行政活动中被认为是“学科”的内容，而不预先假定“教育学”或“教育”等特定学科的原型。该项目以知识史方法为基础，可以分析学科观点的混合星座和学校行政部门的矛盾要求，而不必假定某一统一学科。档案和文献研究的代表性，但以问题为导向（“Kulturkampf”）选择普鲁士省形成的基础上，调查知识的获取（学校管理人员及其专业背景的人学数据库），知识生产（知识和偏好的形式，通过出版物跟踪）和知识的做法（监督和指导的做法，包括其技术和材料）。该研究计划旨在全面概述普鲁士学校管理的学科性，同时进行系统的区域比较（省，行政区，市区），最终挑战普鲁士学校管理工作的看似同质的形象。