Marc Depaepe
Biographic Data
| ID | 1032899 |
|---|---|
| NAME | Marc Depaepe |
| GIVEN NAMES | Marc |
| FAMILY NAME | Depaepe |
| SIGNATURE | DEPAEPE M |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-5853-9859 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Collective obituary for James D. Marshall (1937–2021)
Eulogy for Jim Marshall (read at the funeral)Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at t
Paedagogica historica, quo vadis? An epilogue on the ambivalences and paradoxes of doing educational history
The present epilogue, concluding a special issue on the development of our field in lesser-known geographical contexts, takes the opportunity to air some of the author’s personal views. After all, with the publication of this issue, his years as editor of Paedagogica Historica are over. In a sense, therefore, the reflections brought here are somewhat his spiritual testament, even if this is put into perspective from the outset by the author himse…
The fragile boundary between ‘education’ and ‘educationalisation’: Some personal reflections on the often exaggerated educational aspirations of museums
Although the origins of school museums and museums of children and childhood do not coincide directly, they nevertheless have moved into the same direction during the past decades. Especially because children are an important part of the visitors, a lot is invested by these museums in educational support and activities. Pedagogical arguments form the backbone of their mission statements. A bit against the tide of this trend, I want to pay atten…
The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades
The Research Community ‘Philosophy and History of the Discipline of Education’ was established in 1999. The academics involved in this worldwide network share the belief that there is a place within the discipline of education for so-called foundationalist approaches. This is not, however, to answer a need for a (new) foundation, but to systematically study a particular area from a discipline-oriented stance. This paper details the reasons for es…
The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades. Continued—Part Two
status: Published
The relation between education and emancipation: Something like water and oil? Introducing the special issue
This issue of Paedagogica Historica is a product of the 39th ISCHE Conference, held in Buenos Aires, from 17 to 21 July 2017. For this reason, the journal exceptionally includes articles in Spanish. At the event, 442 papers were presented, distributed in 103 sessions in which 363 participants (271 researchers and 92 students) from 36 countries of the 5 continents participated. The central theme of the Conference – also covered in this issue – was…
Vlaamsche Paedagogiek: Progressive educationalists and the construction of a Flemish Volksgemeinschaft , 1922–1944
In May 1941, two progressive educationalists, Jozef Emiel Verheyen and Leo Roels, published a new pedagogical journal, Vlaamsche Paedagogiek (Flemish Pedagogy, 1941–1944). The journal aimed to contribute to the development and proliferation of a pedagogy that rooted in the Flemish soil and national character. Verheyen and Roels were convinced that “strong personalities could only prosper in a natural (volkseigen) atmosphere, carried by [the Flemi…
Encyclopedia of Romantic Nationalism in Europe
This encyclopedia documents the presence and impact of nationalized cultural consciousness in European nationalism. It tracks how intellectuals, historians, philologists, novelists, poets, painters, folklorists, and composers, in an intensely collaborative transnational network, articulated the national identities and aspirations that would go on to determine European history and politics, with effects that are still felt today. Edited by Joep Le…
Tests, measurements, and selection in the Belgian Congo during the 1950s: The end of racist clichés
Research into the history of colonial education in Congo has shown that, for a long time, it was dominated by the idea of gradual development of the masses. Here, the problem of selecting an intellectual elite hardly arose. It was only in the 1950s that a growing number of voices began to clamour for the Congolese to be permitted to study in secondary schools and universities. However, psychological testing was not the first means of resort in th…
Educacionalização como um processo de modernização em curso
O presente artigo discute a noção de "educacionalização", entendida como a orientação global ou tendência de pensar a educação como ponto focal para abordar ou resolver os problemas sociais. A intenção deste trabalho é oferecer uma visão geral sobre o entendimento de educacionalização e apresentar outros trabalhos que o utilizam como principal lente teórica, propondo-se a ser uma leitura de referência sobre este conceito que vem sendo utilizado p…
Introduction: Educational Research: Discourses of Change and Changes of Discourse
status: Published
The cult of order: In search of underlying patterns of the colonial and neo-colonial “grammar of educationalisation” in the Belgian Congo. Exported school rituals and routines
An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good …
Translating Ovide Decroly’s ideas to Brazilian teachers
This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly’s ideas in Brazil through the translation of his books and that of Amélie Hamaïde into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly’s ideas to be applied in Brazilian schools? Did the translation of Decroly’s and Hamaïde’s books play an innovative role in Brazilian s…
Demythologising the educational past: An attempt to assess the “power of education” in the Congo (DRC) with a nod to the history of interwar pedagogy in Catholic Flanders
This keynote consists of two parts. The first part offers some general observations from the past related to the power (and eventual powerlessness) of education. The aim is to create a framework with which the specific case, discussed in the second part, must be interpreted. Furthermore, it is emphasised that almost every pedagogical intervention which harboured the explicit aim of “forming” subjects had in itself a very normative and disciplinar…
Essor et déclin d'une école de plein air: Le Centre Dupré de Roubaix (vers 1921-1978)
À ce jour des spécialistes ont toujours tendance à souligner l'approche holistique, innovante et centrée sur l'enfant des écoles de plein air. Une hypothèse tacite liée à cette idée consiste en ce que les promoteurs des écoles de plein air furent à l'origine d'un véritable « mouvement », qui a évolué naturellement et apporté des « progrès » en matière d'éducation, d'architecture, etc. Ayant établi que cela n'est pas conforme aux données historiqu…
The Lure of Psychology for Education and Educational Research: Psychology, Education, and Educational Research
Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The art…
How Darwinism has affected Catholic as well as non-Catholic psycho-pedagogical constructs in Belgium from the 1870s to the 1930s
On the basis of their individual preliminary studies, the authors consider in this article the impact of Darwinism on psycho-pedagogical constructs in Belgium in the period before the Second World War. Their findings are put together around three positions, which are, in fact, hypotheses for further research: (1) The “influence” of Darwin on Belgian psycho-pedagogical theory did not proceed in a straight line but generally indirectly, that is, vi…
A different kind of activism: The position of catholic women teachers in their union (Belgium, 1950-1965)
In this article we would like to focus on the position of women in the Christian teachers union in Belgium in the years 1950-1965. In spite of their numerical dominance in the teaching occupation and in the union, women teachers never exercised real structural power in teacher unionism during this period. Yet, the union was alive to the fact that women teachers formed an important segment of their members. The marriage bar f.e. became a central i…
Belgian images of the psycho‐pedagogical potential of the Congolese during the Colonial Era, 1908–1960
Starting from the Belgian historiography about the Congo, the article raises the question of the nature of image formation in the mother country as regards the psychological characteristics and intellectual potential of the Congolese. Two domains of study may already provide information in this regard. First, the image of the psycho‐pedagogical dispositions of the “African” are readily derived from the school discourse that was developed in the t…
Alternative” education in Flanders, 1960–2000: Transformation of knowledge in a neo‐liberal context
Dans la presente contribution, nous examinons l'evolution des savoirs (comprise comme evolution des interpretations de l'interaction entre theorie et pratique) telle qu'elle apparait dans les initiatives oemancipatriceso de l'apres-68 en Flandre. Pour etudier cette evolution, nous nous appuyons sur des recits de vie (Life History interviews). En nous fondant sur la litterature concernant la genese de systemes de croyance (belief systems) (et ses …
A method has been found? On educational research and its methodological preoccupations
The focus on “method” has been central in many historiographical essays. There is indeed no shortage of papers which offer theoretical, methodological and historiographical reflections about the na
On Historicized Meanings and Being Conscious about one's own Theoretical Premises—A Basis for a Renewed Dialogue between History and Philosophy of Education
(2007). On Historicized Meanings and Being Conscious about one's own Theoretical Premises—A Basis for a Renewed Dialogue between History and Philosophy of Education? Educational Philosophy and Theory: Vol. 39, Refuge in Theory, pp. 3-9
Philosophy and History of Education: Time to bridge the gap
In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems…
De feminisering van het leerkrachtencorps in België in de negentiende en de twintigste eeuw
How Should the History of Education Be Written? Some Reflections About the Nature of the Discipline From the Perspective of Thereception of Our Work
The Canonization of Ovide Decroly as a “Saint” of the New Education
If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has sh…
"Is there any Place for the History of “Education” in the “History of Education"? A Plea for the History of Everyday Educational Reality in‐ and outside Schools
(1995). Is there any Place for the History of "Education" in the "History of Education'? A Plea for the History of Everyday Educational Reality in‐ and outside Schools. Paedagogica Historica: Vol. 31, No. 1, pp. 9-16
A Professionally Relevant History of Education for Teachers: Does it Exist? Reply to Jurgen Herbst's State of the Art Article
(2001). A Professionally Relevant History of Education for Teachers: Does it Exist? Reply to Jurgen Herbst's State of the Art Article. Paedagogica Historica: Vol. 37, No. 3, pp. 629-640
History of Education in the Postmodern Era Introduction
(1996). History of Education in the Postmodern Era Introduction. Paedagogica Historica: Vol. 32, No. 2, pp. 301-305
Philosophy and History of Education: Time to bridge the gap
In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems…
Differences and Similarities in the Development of Educational Psychology in Germany and the United States before 1945
Dieser Aufsatz stellt Differenzen und Ähnlichkeiten in der Entwicklung der deutschen und amerikanischen pädagogischen Psychologie in der Zeit zwischen den beiden Weltkriegen dar. Die These lautet, daß es unterschiedliche pädagogische Traditionen in beiden Ländern gibt, daß aber kein Konsens über die theoretischen und methodologischen Grundlagen der pädagogischen Psychologie vorhanden war. Zugleich bildeten sich jedoch Ähnlichkeiten heraus, die si…
Paedagogica Historical Lever or Mirror in the Making of the History of Education
Henceforth, my dear philosophers, let us be on our guard against the dangerous old conceptual fiction that posits a 'pure, will‐less, painless, timeless knowing subject'; let us guard against the snares of such contradictory concepts as 'pure reason', 'absolute spirituality', 'knowledge in itself: these always demand that we should think of an eye that is completely unthinkable, an eye turned in no particular direc‐ tion, in which the active and …
Zum Wohl des Kindes? Padologie, padagogische Psychologie und experimentelle Padagogik in Europa und den USA, 1890-1940
The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades. Continued—Part Two
status: Published
Vlaamsche Paedagogiek: Progressive educationalists and the construction of a Flemish Volksgemeinschaft , 1922–1944
In May 1941, two progressive educationalists, Jozef Emiel Verheyen and Leo Roels, published a new pedagogical journal, Vlaamsche Paedagogiek (Flemish Pedagogy, 1941–1944). The journal aimed to contribute to the development and proliferation of a pedagogy that rooted in the Flemish soil and national character. Verheyen and Roels were convinced that “strong personalities could only prosper in a natural (volkseigen) atmosphere, carried by [the Flemi…
The cult of order: In search of underlying patterns of the colonial and neo-colonial “grammar of educationalisation” in the Belgian Congo. Exported school rituals and routines
An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good …
Translating Ovide Decroly’s ideas to Brazilian teachers
This article seeks to analyse, comprehend and apprehend the appropriation processes of Ovide Decroly’s ideas in Brazil through the translation of his books and that of Amélie Hamaïde into Portuguese. The article discusses the following questions. Why did Brazilian intellectuals and teachers need to import Decroly’s ideas to be applied in Brazilian schools? Did the translation of Decroly’s and Hamaïde’s books play an innovative role in Brazilian s…
Demythologising the educational past: An attempt to assess the “power of education” in the Congo (DRC) with a nod to the history of interwar pedagogy in Catholic Flanders
This keynote consists of two parts. The first part offers some general observations from the past related to the power (and eventual powerlessness) of education. The aim is to create a framework with which the specific case, discussed in the second part, must be interpreted. Furthermore, it is emphasised that almost every pedagogical intervention which harboured the explicit aim of “forming” subjects had in itself a very normative and disciplinar…
The Lure of Psychology for Education and Educational Research: Psychology, Education, and Educational Research
Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The art…
Alternative” education in Flanders, 1960–2000: Transformation of knowledge in a neo‐liberal context
Dans la presente contribution, nous examinons l'evolution des savoirs (comprise comme evolution des interpretations de l'interaction entre theorie et pratique) telle qu'elle apparait dans les initiatives oemancipatriceso de l'apres-68 en Flandre. Pour etudier cette evolution, nous nous appuyons sur des recits de vie (Life History interviews). En nous fondant sur la litterature concernant la genese de systemes de croyance (belief systems) (et ses …
Backing the actor as agent in discipline formation: An example of the “secondary disciplinarization” of the educational sciences, based on the networks of ovide decroly (1901–1931)
The works of the Belgian neurologist and educationist Ovide Decroly (1871–1932) extended over the medical and pedagogical fields as well as both the practical‐professional and the theoretical‐disciplinary fields. For this reason, Decroly seemed to be a suitable starting point for a contribution to the problem outlined by Hofstetter and Schneuwly of “the birth and development of a disciplinary field in education”, all the more so because they prop…
Essay Review
David Crook &; Richard Aldrich (eds.), History of Education for the Twenty-first Century (London, Institute of Education, University of London, 2000) xi + 8 pp. [= Bedford Way Papers, 14] ISBN 0-85473-619-0 Richard Aldrich (ed.), A Century of Education (London-New York, Routledge Falmer, 2002) xx + 245 pp., ISBN 0-415-24323-8 Petra Götte & Wolfgang Gippert (Hrsg.), Historische P dagogik am Beginn des 21. Jahrhunderts. Bilanzen und Perspektiven. C…
Soziale Abnormität Und Moralische Debilität Bei Kindern. Ein Diskussionsthema Auf Internationalen Wissenschaftlichen Zusammenkünften Am Anfang Dieses Jahrhunderts
On the basis of six international conferences held in the period from 1900 to 1914, the author describes the changing mentality towards ‘social abnormality’ and ‘moral debility’. For scientific researchers it became more and more clear that there was a category of children with deviant behaviour which needed a special kind of education. The criterion used for indicating normal behaviour generally consisted of the degree of adjustment to the requi…
The 1936 curriculum reform in Belgian primary education
As it was inspired to a large extent by the reform movement (Decroly and others), the 1936 curriculum is generally seen as an important innovation in the history of Belgian primary education. This study shows, however, that educational practice did not change fundamentally in those days. Several factors such as, among other things, personal tensions, rivalries and a lack of continuity in educational policy, inhibited greatly the implementation of…
"The History of German Youth Research Two Remarkable Books on “Jugendkunde" (1890‐1933)
Peter Dudek, Jugend als Objekt der Wissenschaften. Geschichte der Jugendforschung in Deutschland und Österreich 1890‐1933 (Opladen, Westdeutscher Verlag, 1990) 438 pp. Johannes‐Christoph von Bühler, Die gesellschaftliche Konstruktion des Jugendalters: Zur Entstehung der Jugendforschung am Beginn des 20. Jahrhunderts (Weinheim, Deutscher Studien Verlag, 1990) 446 pp
An Agenda for the History of Colonial Education
(1995). An Agenda for the History of Colonial Education. Paedagogica Historica: Vol. 31, The Colonial Experience in Education, pp. 15-21
"Is there any Place for the History of “Education” in the “History of Education"? A Plea for the History of Everyday Educational Reality in‐ and outside Schools
(1995). Is there any Place for the History of "Education" in the "History of Education'? A Plea for the History of Everyday Educational Reality in‐ and outside Schools. Paedagogica Historica: Vol. 31, No. 1, pp. 9-16
Zum Wohl des Kindes? Padologie, padagogische Psychologie und experimentelle Padagogik in Europa und den USA, 1890-1940
Cultural transmission and the history of education
To introduce the theme of this volume, the chairperson of ISCHE at the time of the XVIth ISCHE Conference stresses the perspectivism with which research in the history of education generally has been done. This applies particularly to research concerning the cultural transmission from one generation to another.According to a postmodernist point of view, the history of education can be read, like a story, as an emplotment in which are interwoven b…
History of Education in the Postmodern Era Introduction
(1996). History of Education in the Postmodern Era Introduction. Paedagogica Historica: Vol. 32, No. 2, pp. 301-305
Paedagogica Historical Lever or Mirror in the Making of the History of Education
Henceforth, my dear philosophers, let us be on our guard against the dangerous old conceptual fiction that posits a 'pure, will‐less, painless, timeless knowing subject'; let us guard against the snares of such contradictory concepts as 'pure reason', 'absolute spirituality', 'knowledge in itself: these always demand that we should think of an eye that is completely unthinkable, an eye turned in no particular direc‐ tion, in which the active and …
Differences and Similarities in the Development of Educational Psychology in Germany and the United States before 1945
Dieser Aufsatz stellt Differenzen und Ähnlichkeiten in der Entwicklung der deutschen und amerikanischen pädagogischen Psychologie in der Zeit zwischen den beiden Weltkriegen dar. Die These lautet, daß es unterschiedliche pädagogische Traditionen in beiden Ländern gibt, daß aber kein Konsens über die theoretischen und methodologischen Grundlagen der pädagogischen Psychologie vorhanden war. Zugleich bildeten sich jedoch Ähnlichkeiten heraus, die si…
‘Rien ne va Plus…’ The Collapse of the Colonial Educational Structures in Zaïre (1960-1995)
The Pedologist Medard Carolus Schuyten: An Insane Positivist or Just a Starry-Eyed Idealist
“Je me suis, comme tout historien, attaché, moi aussi, aux faits singuliers, à ces fleurs d'un jour, si vite fanées et que l'on ne tient pas deux fois entre ses doigts.” (F. Braudel, Ecrits sur l'histoire, Paris 1969)
Mutual Influences on Education: Germany and the United States in the Twentieth Century
A Professionally Relevant History of Education for Teachers: Does it Exist? Reply to Jurgen Herbst's State of the Art Article
(2001). A Professionally Relevant History of Education for Teachers: Does it Exist? Reply to Jurgen Herbst's State of the Art Article. Paedagogica Historica: Vol. 37, No. 3, pp. 629-640
Essay Review
David Crook &; Richard Aldrich (eds.), History of Education for the Twenty-first Century (London, Institute of Education, University of London, 2000) xi + 8 pp. [= Bedford Way Papers, 14] ISBN 0-85473-619-0 Richard Aldrich (ed.), A Century of Education (London-New York, Routledge Falmer, 2002) xx + 245 pp., ISBN 0-415-24323-8 Petra Götte & Wolfgang Gippert (Hrsg.), Historische P dagogik am Beginn des 21. Jahrhunderts. Bilanzen und Perspektiven. C…
The Canonization of Ovide Decroly as a “Saint” of the New Education
If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has sh…
De feminisering van het leerkrachtencorps in België in de negentiende en de twintigste eeuw
How Should the History of Education Be Written? Some Reflections About the Nature of the Discipline From the Perspective of Thereception of Our Work
Backing the actor as agent in discipline formation: An example of the “secondary disciplinarization” of the educational sciences, based on the networks of ovide decroly (1901–1931)
The works of the Belgian neurologist and educationist Ovide Decroly (1871–1932) extended over the medical and pedagogical fields as well as both the practical‐professional and the theoretical‐disciplinary fields. For this reason, Decroly seemed to be a suitable starting point for a contribution to the problem outlined by Hofstetter and Schneuwly of “the birth and development of a disciplinary field in education”, all the more so because they prop…
On Historicized Meanings and Being Conscious about one's own Theoretical Premises—A Basis for a Renewed Dialogue between History and Philosophy of Education
(2007). On Historicized Meanings and Being Conscious about one's own Theoretical Premises—A Basis for a Renewed Dialogue between History and Philosophy of Education? Educational Philosophy and Theory: Vol. 39, Refuge in Theory, pp. 3-9
Philosophy and History of Education: Time to bridge the gap
In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems…
A method has been found? On educational research and its methodological preoccupations
The focus on “method” has been central in many historiographical essays. There is indeed no shortage of papers which offer theoretical, methodological and historiographical reflections about the na
A different kind of activism: The position of catholic women teachers in their union (Belgium, 1950-1965)
In this article we would like to focus on the position of women in the Christian teachers union in Belgium in the years 1950-1965. In spite of their numerical dominance in the teaching occupation and in the union, women teachers never exercised real structural power in teacher unionism during this period. Yet, the union was alive to the fact that women teachers formed an important segment of their members. The marriage bar f.e. became a central i…
Belgian images of the psycho‐pedagogical potential of the Congolese during the Colonial Era, 1908–1960
Starting from the Belgian historiography about the Congo, the article raises the question of the nature of image formation in the mother country as regards the psychological characteristics and intellectual potential of the Congolese. Two domains of study may already provide information in this regard. First, the image of the psycho‐pedagogical dispositions of the “African” are readily derived from the school discourse that was developed in the t…
Alternative” education in Flanders, 1960–2000: Transformation of knowledge in a neo‐liberal context
Dans la presente contribution, nous examinons l'evolution des savoirs (comprise comme evolution des interpretations de l'interaction entre theorie et pratique) telle qu'elle apparait dans les initiatives oemancipatriceso de l'apres-68 en Flandre. Pour etudier cette evolution, nous nous appuyons sur des recits de vie (Life History interviews). En nous fondant sur la litterature concernant la genese de systemes de croyance (belief systems) (et ses …
Sociology (36 works) · Political science (28 works) · Law (25 works) · Philosophy (24 works) · Law (23 works) · History (20 works) · Philosophy (20 works) · Historical Education Studies Worldwide (19 works) · Epistemology (18 works) · History (18 works)