The Historian of Education
Some Notes on His Role
Bibliographic Data
| ID | 9881978 |
|---|---|
| Authors | Bruce L Hood (corresponding author) |
| Year | 1969 |
| Volume | 9 |
| Issue | 3 |
| Pages | 372 |
| Publication date | 1969-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | History of Education Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0018-2680 • E-ISSN: 1748-5959 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/366915 |
| OpenAlex | W2330828514 |
| Language | EN |
| Citations received | 2 |
| References cited | 2 |
THE ROLE of specialized historians is a topic of particular importance for historians of education, especially in view of number of attacks that have been directed at teaching and writing of history of Perhaps some of us concerned with history of education are hoping to find academic as well as moral support from other specialized historians. Look, we can say to academic community and to ourselves-we seem to need constant reassurance that we are academically respectable-if histories of economics, law, medicine, philosophy, psychology, religion, science and so on are legitimate fields of specialized inquiry, then so is history of education. But no one denies that history of education is a legitimate field of study. Criticism of history of education has been aimed at what some consider its anachronistic, parochial, evangelical and isolated approach. For example, one critic correctly observes that the development of this historical field place . . . in a special atmosphere of professional purpose.(l) Having made this observation, he goes on to say that these early historians of education took their task to be tracing of careers of institutions, ideas, or practices they knew so well.(2) But what is wrong in doing this? In fact most histories worthy of name are concerned with tracing careers of institutions, ideas and practices. It seems to me that important thing in evaluating a piece of historical writing is to try to determine how well historian has done whatever it was that he set out to do. But this critic, Bernard Bailyn, never comes to grips with this standard. Instead, he relies on innuendo. What he really
Epistemology · Mathematics education · Social science · Sociology · Educator Training and Historical Pedagogy · Philosophy · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,1 |
| Citation span | 2006 - 2018 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |