Concepts and Paradigms in the Historiography of Educational Change: Some Reflections on the Uses of the Past
DOI:
https://doi.org/10.11575/jet.v21i3.52844Abstract
Ever since Butterfield 's seminal critique of the Whig interpretation of history, historians have held that judgements about the past should remain independent of the present. With reference to Kuhn and the application of concepts from the Renaissance of the Twelfth Century, this paper examines the process by which present-day meanings enter into judgements about the history of educational change . Contrary to the establi shed view, it argues that this phenomenon, better known as presentism, is an unavoidable and , ironically perhaps, a necessary condition for the study and teaching of history.
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