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| Autor/in | Greenwood, Katy Lee Brown |
|---|---|
| Institution | Texas A and M Univ., College Station. Coll. of Education. |
| Titel | A Rational Approach to Historiography: Misuses and Abuses of History. Symposium on Historiography: the Revisionist and the Progressive Historical Interpretations of Vocational Education andCurrent Implications. |
| Quelle | (1979), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational History; Educational Research; Historical Criticism; Historiography; Motivation; Research Methodology; Social Action; Social Change; Standards; Validity; Vocational Education |
| Abstract | To knowledgeably debate with revisionist historians regarding the early history of vocational education and the social intentions of early leaders, vocational educators should focus attention on three general questions regarding (l) the validity of historical research, (2) motives of historical researchers, and (3) the kind of research responsibility necessary for any field of endeavor. The first question is concerned with the appropriate methodology for interpreting history. Controversy centers on the ways in which the validity of historical interpretation can be judged and on the existence of standards of precision and credibility. Much revisionist criticism may be due to misinterpretation. The second question concerns varying motives of historical researchers which can lead to conflicting interpretations. Centered at liberal centers of social activism, revisionists see historical interpretation as a method of bringing social change. Vocational education must respond to this political, not historical, debate with close examination of methodology and demands for standards of precision and credibility and not with selective reporting. The third question concerns why vocational education is remiss in interpreting its history and philosophy. To counteract damage done by political interpretations by historians and historiographers, vocational education must assume responsibility for interpreting its own history and philosophies and accelerate its emphasis on historiography. (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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