History and Historiography of Education: Some remarks on the utility of historical knowledge in the age of efficiency

Abstract

A difficult heritage has been attached to the history of education since its beginnings as a field of study. History of education is as a rule nationally oriented and/or constructed as a linear history of progress.The philosophy of language distinction between paroles and langues is seen as a methodological route out of these limitations.Taking the example of a currently widely discussed thesis on the connection between notions of societal progress and expectations of education, this paper shows how history can be understood as a struggle between the individual (transnational) langues for public dominance. The paper concludes by pointing out how historical knowledge is important for the theoretical discussion and for efficient school policy.