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|Other Titles:||The Development of Historiography of Education in England, 1868-1993 : A Pioneering Study|
Office of Research and Development
In 1868, R. H. Quicks book : Essays on Educational Reform was published, which was the first book written by an Englishman on the historyof education. From that time onwards, the study of the history of education in England has progressed, and it has changed from the old traditionto the new approach. The main purpose of this essay which consists of four parts : introduction, historical development, characteristics, and conclusion, is to study thedevelopment of the historiography of education in England and to findsome implications for the historical research on Chinese education. By and large, characteristics to have the folloging the historiographyof education on England can be concluded:1. The process of the development of the historiography of education wasclosely related to the change on the teacher-education courses. When theteaching of the history of education gradually lost its ground on the teacher-education courses from 1960s onwards, however, ironically an academicdiscipline, the history of education, was made.2. The traditional Whiggish approach of the history of education, whichclaimed a single, isolated, linear and progressive perspective, has been criticized. The watershed of change was the introducing of the so-called 'new'history approach, which emphasized the ideas of 'total history' and 'historyfrom below'.3. The themes of the study of history of educaiton changed from old topics, such as great thinkers, educators, legislation and institutions, to new ones, such as local history, women's history, the history of the working-class,child history, comparative history and so on.4. Not until the 1960s did the theories and methods of social sciences, especially sociology, come to be used by the historians of education.5. The new methods and techniques, such as interview and statistics wrenot introduced until 1960s.6. Official archives were used by the traditional historians as the primarysourses. However, from 1960s onwards, the non- archives sources, suc
|Appears in Collections:||師大學報|
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