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Apolitique sur la scène internationale sportive, le sport devient dans les écoles un puissant outil de formation (et de contrôle) de la jeunesse au service des projets politiques des gouvernements de tous bords. Obligatoire à l’école depuis la deuxième moitié du XIXe siècle en Europe, l’éducation physique (la « gymnastique » !) scolaire verra ses contenus définis par les États, mais surtout par les enseignants responsables de la branche. « Universitaires » depuis le début du XXe siècle à travers le continent, les formations des futurs maître·se·s d’éducation physique ont beaucoup évolué depuis la fin du XIXe siècle. Ces transformations sont les conséquences de dynamiques internes au champ académique, des dynamiques socio-politico-économiques que traverse l’Occident, mais aussi des transformations de l’espace du sport de haut niveau, où le besoin en savoirs scientifiques explose en marge d’une instrumentalisation politique persistante. Un tournant majeur est la période qui s’étend entre les années 1990 et 2000, entre la mise en oeuvre de nouvelles institutions para-universitaires de formation pédagogique, l’introduction des réformes dites « de Bologne » et l’amorce d’un développement du champ sportif, appelant de nouvelles compétences de la part de ses acteurs. Entre ces deux dates, les principales universités occidentales vont introduire des nouvelles formations en « sciences du sport », avec pour un abandon progressif d’une spécialisation exclusive en « éducation physique » au profit d’enseignements et de recherches dans les différentes sciences de base, définissant des orientations nouvelles de formation en activités physiques adaptées, en entraînement, ou en management du sport. Dans le cadre de ce projet collectif, notre ambition est de donner à lire la complexité des processus aboutissant aux formations contemporaines en sciences du sport. S’il ne s’agit pas de créer des liens arbitraires entre les pionniers de la gymnastique du début du XIXe siècle et les formations en management du sport qui font aujourd’hui le succès des instituts à travers l’Europe, force est de constater que l’éducation physique est un objet particulièrement stimulant qui appelle à de nouveaux travaux aux confins de dynamiques transnationales et de processus d’affirmation nationale.

As with most social practices, teaching is not an invention of the Age of Enlightenment but a “natural” part of any transfer of knowledge and skills and therefore an anthropological “fact.” What makes teachers and teaching a privileged subject of research in the Age of Enlightenment is a particular shift in the meaning of teaching and a modified significance of being a teacher. The two terms–teachers and teaching–underwent a shift as part of a larger movement labeled as the “educationalization of social problems”. This concept addresses the belief that social problems can or actually should be solved through education; primarily through the education of the younger generation, but also through the education of adults. All the undertaken attempts and actions corresponding to this shift counted either on the rationality of humans, concepts like common sense, perfectibility, and individual improvement, but also on the impact of aesthetics and emotion and appealed to morality. In the educationalization process, the teacher turned out to be the personification of these educational ambitions, and the pedagogical efforts to implement and guarantee these ambitions has since increased. According to these remarks, the chapter takes examples from different European regions and discusses teachers and teaching in institutional (formal) settings, e.g. in universities, academies, schools, and the like. It takes a look at teachers’ education, at their social status, at their pedagogical ideas and tools, and at the teaching materials. In this way, the history of teachers and of the practice of teaching are interwoven with an institutional history of schooling, as institutional settings do preconfigure the relevant practices at least to a certain degree. The second part deals with teachers and teaching in informal settings, with the several forms of popular enlightenment, from political pamphlets to economic treatises and moral publications, takes the related group of actors into account, and discusses the various forms of teaching in a private or vocational context, but also trough travel or through confrontation with visual arts and theatre. The chapter concludes in summarizing the two parts within a comparative perspective with regard to the different European performances of teachers and teaching.

El popularísimo lema de Johann Heinrich Pestalozzi “cabeza, corazón y mano” implica tanto la concepción de una combinación holística de todas las capacidades humanas como un desarrollo equilibrado de las fuerzas intelectuales, religiosas-emocionales y físicas, posibilitados por la educación. Este artículo pretende examinar la noción de Pestalozzi de una educación vocacional y liberal como un medio para asegurar una vida sustentable y decente de una persona completamente desarrollada. Este sentido necesita contextualizarse a fin de entender la preocupación de Pestalozzi sobre la reducción de su teoría educativa a una mera educación de los pobres. Los intentos de Pestalozzi de combinar la educación vocacional con una comprensión psicológica del desarrollo humano también pueden ser leídos como una estrategia para cerrar la brecha que representa la división dominante dentro de la tradición (pedagógica) alemana: la noción de educación utilitaria versus el concepto estético de Bildung interior.

Discussions about the what, the when and the how of teaching and learning in schools deal in German-speaking countries with the term Lehrplan, while English-speaking countries discuss similar topics with the term curriculum. Yet, these two terms are not just exchangeable terms in two different languages, but imply also two different styles of reasoning or two different modes of thinking. By the examples of a Lehrplan designed by Georg Kerschensteiner for the Munich school in 1899 and two different Lehrplane for the elementary school in the Swiss canton of Zurich, one from 1905, the other just currently being implemented, the paper discusses the question, what is being studied, when the notion of Lehrplan defines the research focus. Against this backdrop the paper askes in a concluding chapter, what can be gained by guiding research by the Anglo-Saxon notion and tradition of curriculum history and if and how comparative research is possible, regarding the tight coupling of language and concepts.

Der Beitrag untersucht die öffentlichen, teilweise sehr kontroversen Debatten um die Einführung der Sexualerziehung als neuen Unterrichtsgegenstand am Beispiel des Kantons Zürich in den 1970er-Jahren und deutet diese als Pädagogisierung sozialer Probleme, konkret der Sexualität. In den Blick geraten so verschiedene, an den Aushandlungsprozessen beteiligte singuläre und kollektive Akteure mit ihren jeweiligen, mit dem neuen Lerninhalt verbundenen Erwartungen und Befürchtungen. Damit wird auch danach gefragt, wie gesellschaftliche Erwartungen zum schulischen Lerninhalt und Schulfach werden - oder eben auch nicht - und welches Wissen wann und weshalb zu politisch und gesellschaftlich akzeptiertem Wissen und damit zum Bestandteil einer etablierten Wissensordnung wird. (DIPF/Orig.) This article examines the debates about sex education in the canton of Zurich in the 1970s and construes them as an attempt to educationalise social problems, i. e. sexuality. In order to demonstrate the plausibility of this reading, the paper analyses the various individual and collective actors participating in the debates as well as their sex-related expectations and fears. It raises the question of how societal expectations become (or not) school knowledge and school subjects, and which knowledge in a determined situation becomes politically and socially accepted knowledge as a part of an established knowledge system. (DIPF/Orig.)

Johann Heinrich Pestalozzi’s most popular catchphrase “head, heart, and hand” implies the concept of a holistic combination of all human capabilities as a well-balanced development of intellectual, religious-emotional and physical forces enabled by education. This paper aims to examine Pestalozzi’s notion of vocational and liberal education as a means to secure a sustained and decent life of a fully developed person. This meaning needs to be contextualized, in order to understand Pestalozzi’s concern about his educational theory being reduced to mere education of the poor. Pestalozzi’s attempts to combine vocational education with a psychological understanding of the human development can also be read as a strategy to bridge the gap which stands for the dominant divide within German (educational) tradition: a notion of utilitarian education versus the aesthetic concept of inward Bildung.

The paper examines the “prehistory” in the 18th century of the theory of Bildung. Pedagogical historiography commonly traces the theory back to the influence of Anthony Ashley Cooper, third Earl of Shaftesbury, who is held to be the founder of the concept of “innere Bildung; on the grounds that Shaftesbury’s concept of “inward form” was translated into German as Bildung. The study focuses on the reception of Shaftesbury’s writings in the German-speaking realm in the 17th century in order to discover the contexts of discourse in which this reception took place and to find out what significance the various discourses had for the formulation of a German “theory of Bildung.” What is revealed are varied influences of a religious, literary theory, and aesthetics nature that give indications as to why the construct of Bildung has remained diffuse and excessive in the German tradition up to the very present. It is also shown that the concept, in comparison to other discourses, found its way into the pedagogical discourse relatively late, which may be another reason for the difficulties that the German theory of Bildung continues to present to the science of pedagogy.

By the example of school reformer and education scholar Johann Heinrich Pestalozzi (1746-1827) along with editions of his writings and correspondence, this article examines the relationship between sources, research traditions, historiography, and the production of editions. What emerges is that those sources that have been turned into editions for use by researchers exercise a significant influence on the issues researchers explore and on historiography, while the kind of historiography dominant at any given moment has always privileged a particular kind of edition. In light of two examples, this paper elaborates on the problems this creates for historiography after the linguistic turn and how these can be minimized – in significant part by tapping the potential of digital editing. DOI: http://dx.doi.org/10.15572/ENCO2014.04

The educational science is replete with references, in diverse contexts, to the “great names” and “great figures” of the discipline, and the works of these luminaries are often dubbed “classics.” These individuals and their writings are an important part of the educational curriculum. They are assigned special significance for having achieved a certain measure of universal validity; their concepts are highly regarded as particularly instructive and inspiring. This entry examines the function of these “classics.” It argues that the quest for heroes is not merely characteristic of a particular historical epoch and not just focused on “great figures” and their ideas but part of the educational discourse.

Johann Heinrich Pestalozzi promised his Method as a means of education for all that was easily manageable by mothers at home for early childhood, leading eventually to a wholesome person characterised by morality. In order to develop this Method, Pestalozzi published “Wie Gertrud ihre Kinder lehrt” (How Gertrud Teaches her Children) in 1801 and then his so‐called Elementary Books, especially the “Buch der Mutter” (Books for Mothers) in 1803. However, not only was home education to be reformed, but also the subsequent education in school. For this purpose Pestalozzi erected his institutes in Burgdorf, Munchenbuchsee, and Yverdon and fostered the publication of teaching manuals. The Method was advertised in the language of redemption for all. This article examines to what extent the promises made by Pestalozzi and his colleagues in his Institutes covered the interests of the consumers outside the Institutes. What was it that the parents of the students expected from the education in the Institutes? Were the...

Pestalozzi’s international reputation relates closely to the ‘invention’ of his method. Until now historiography has characterized the Burgdorf and Yverdon period as the culminating point of Pestalozzi’s career as educator. This traditional approach causes a rather partial view of this period of his life. However, contextualizing primarily Pestalozzi’s correspondence leads to a new insight: his school projects are strongly connected with other private Swiss or European projects on subjects such as school development and school reform.

Part I Four essays of introduction: D.G. Smith, The Specific Challenges of Globalization for Curriculum and Teaching N. Gough, Thinking Globally in Environmental Education - Implications for Internationalizing Curriculum Inquiry C. Matus, C. McCarthy, The Triumph of Multiplicity and the Carnival of Difference - Curriculum Dilemmas in the Age of Postcolonialism and Globalization N.V. Overly, A History of the World Council for Curriculum and Instruction (WCCI). Part II 36 Essays on Curriculum Studies in 29 Nations: S. Feeney, F.Terigi, Curriculum Studies in Argentina - Documenting the Constitution of a Field M. Palmidessi, D. Feldman, The Development of Curriculum Thinking in Argentina B. Green, Curriculum Inquiry In Australia - Toward a Local Geneaology of the Curriculum Field S.N. Pandey, F.R. Moorad, The Decolonization of Curriculum in Botswana A.F.B. Moreira, The Curriculum Field in Brazil - Emergence and Consolidation A.C. Lopes, E. Fernandes de Macedo, The Field of Curriculum in Brazil in the 1990s S.E. Miranda de Moraes, In Search of a Vision - How Brazil is Struggling to Build a Vision of Citizenship for its Public Schools C. Chambers, Canadian Curriculum Studies H. Zhang, Q. Zhong, Curriculum Studies in China - Retrospect and Prospect E. Hau-fai Law, In Search of a Quality Curriculum in Hong Kong U. Laanemets, Learning for the Future in Estonia - Content Revisited and Reconceptualized T. Autio, Postmodern Paradoxes in Finland - The Confinements of Rationality in Curriculum Studies D. Egea-Kuehne, Understanding Curriculum in France - A Multifaceted Approach to Thinking Education K. Williams, G. McNamara, The Landscape of Curriculum Inquiry in The Republic of Ireland N. Sabar, Y. Mathias, Curriculum Planning at the Threshold of the Third Millennium - The Israeli Case M. Vicentini, Curriculum Reform in Italy in a European Perspective M. Hashimoto, Japan's Struggle for the Formation on Modern Elementary School Curriculum - Westernization and Hiding Cultural Dualism in the Late 19th Century T. Abiko, Present State of Curriculum Studies in Japan S. Asanuma, Japan's Educational Reform for the 21st Century - The Impract of New Course Studies Toward Post-Modern Era in Japan A.D. Barriga, Main Trends of Curriculum Research in Mexico J.D. Jansen, What Education Scholars Write About "Curriculum" in Namibia and Zimbabwe W. Wardekker, M. Volman, J. Terwel, Curriculum Theory in The Netherlands P. Roberts, Contemporary Curriculum Research in New Zealand B.B. Gundem, B. Karseth, K. Sivesind, Curriculum Theory and Research in Norway - Traditions, Trends, and Challenges N. Sacalis, Back to Itacka - Curriculum Studies in Romania Y. Lee, Politics and Theories in the History of Curricular Reform in South Korea F.D. Rivera, In Southeast Asia - Philippines, Malaysia, and Thailand. (Part contents).

In the years around 1800, European states saw themselves confronted by a new problem: in the wake of the Declaration of the Rights of Man and of the Citizen – a key document of the French Revolution – and its partial implementation by Napoleon, individuals were per definitionem free and equal. New notions of human freedom had not only led economic and intellectual leaders to take arms against the state (in the American colonies, against British rule; and in France, against Louis XIV). They also led populations in various states to begin defining themselves as a “society,” i.e. as collective that was distinct from the state itself. However, new definitions of society and the individual raised various questions concerning social integration. Previously, the absolutist state, which had legitimated itself through the doctrine of raison d’etat, had laid claim on the allegiance of the individual through the administrative tools of policey, i.e. through complementary agendas of social assistance and control (Foucault, 1981). It is no coincidence that Policeywissenschaft (“policey science”), which had been taught since 1727 at German universities, broke down after 1800: Society wanted and needed another form of social integration than the caste system of the absolutist state.