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Is educational research chasing the trends one can observe in big sciences, mimicking what happens, some would say successfully, elsewhere in academia? The question in the title of this edited collection took its inspiration from a verse by Goethe: Wer Großes will, muss sich zusammenraffen. In der Beschränkung zeigt sich erst der Meister. Such confinement or limitation that may show mastery does not characterize at all the present state of the educational research publication scene. Instead, there have never been more of such publications which follow each other with an increasing speed. It may therefore be interesting to delve into the reasons of this development that is characteristic of what is published in this field as in many or almost all fields of scholarly work. The chapters in this collection address aspects of the (re)presentation, dissemination and reception, and the production and acceleration of educational research. An international group of scholars, philosophers and historians of education, address questions such as ‘Why publish?’, ‘The lust for academic fame’, ‘Why educational historiography is not an unnecessary luxury?’, and ‘Ways of knowing’. The twelve chapters are preceded by an introduction where issues of plurality and diversity in the study of education are at centre stage and followed by an Epilogue written by the Editors of the Springer Series Educational Research. Paul Smeyers and Marc Depaepe offer some final reflections after a journey of two decades that took them and the colleagues participating in the Research Community from 1999 till 2018 floating on the current of the Zeitgeist that carried the Discipline of Education. They claim finally that mastery in the study of education requires restraint.
Public Policy Lessons from the AIDS Response in Africa examines how the interplay between national state dynamics in Africa and the global political arena has shaped the global AIDS response, and in this context develops a framework for analysing public policy action more broadly in contemporary Africa. By applying comparative political sociology to AIDS public action, this book identifies four political models that are applicable to public initiatives. Fred Eboko goes on to test these in other domains – namely, the malaria and tuberculosis health subsectors, and the education and environment sectors. By articulating global and national connections and contributing a critical perspective grounded in African scholarship and French political science, the author builds a bold and ambitious framework with the potential to enable coherent and effective public policy action in Africa. This book will be of interest to scholars and students of public health, global health, political science, and development studies, as well as policy-level practitioners in the areas of global health and development.
Epoque moderne et contemporaine.
The findings in this book are the results of a monumental five-year study of a group of exceptionally talented teenagers, examining the role that personality traits, family interactions, education, and the social environment play in a young person's motivation to develop his or her talent. Diagrams.
Early practitioners of the social studies of science turned their attention away from questions of institutionalization, which had tended to emphasize macrolevel explanations, and attended instead to microstudies of laboratory practice. Though sympathetic to this approach--as the microstudies included in this book attest--the author is interested in re-investigating certain aspects of institution formation, notably the formation of scientific, medical, and engineering disciplines. He emphasizes the manner in which science as cultural practice is imbricated with other forms of social, political, and even aesthetic practices. This book offers case studies that reexamine certain critical junctures in the traditional historical picture of the evolution of the role of the scientist in modern Western society. It focuses especially on the establishment of new disciplines within German research universities in the nineteenth century, the problematic relationship that emerged between science, industry, and the state at the turn of the twentieth century, and post-World War II developments in science and technology. After an Introduction and two chapters dealing with science and technology as cultural production and the struggles of disciplines to achieve legitimation and authority, the author considers the following topics: the organic physics of 1847; the innovative research program of Carl Ludwig as a model for institutionalizing science-based medicine; optics, painting, and ideology in Germany, 1845-95; Paul Ehrlich's "magic bullet"; the Haber-Bosch synthesis of ammonia; and the introduction of nuclear magnetic resonance instrumentation into the practice of organic chemistry.
This work discusses whether Kuhn's The Structure of Scientific Revolutions was revolutionary. Steve Fuller argues that Kuhn held a profoundly conservative view of science and how one ought to study its history.