Lob des Handwerks, Kritik der Theorie — Zur Lage der pädagogischen Historiographie in Deutschland

Abstract

Für Albert Reble

The article discusses the developments of three paradigms of the historiography of education in Germany: the history of ideas, the social history and the comparative‐social history of education. Presenting these paradigms and their systematic assumptions, the progress in historiography and the limits of research are analyzed. In contrast to the progress that can be noticed for the status as historiography, the lack of a genuine theoretical perspective, explaining the paradox of modern education and its implications, remains as the central topic of criticism. The history of ideas is used to illustrate the possibilities, methods and issues of further research in this field.