The Provenances of Economic Theory's Impact on Education: French Educational Thought at the End of the Ancien Regime

Autor/in	Gilead, Tal
Titel	The Provenances of Economic Theory's Impact on Education: French Educational Thought at the End of the Ancien Regime
Quelle	In: Educational Theory, 61 (2011) 1, S.55-73 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2011.00391.x
Schlagwörter	Foreign Countries; Economics; Educational History; Role of Education; Poverty; Social Attitudes; Politics of Education; Educational Theories; Educational Philosophy; Educational Environment; Educational Policy; France + Suchen Sie Ihr Suchwort? Ausland; Volkswirtschaftslehre; History of education; Bildungsgeschichte; Bildungsauftrag; Armut; Social attidude; Soziale Einstellung; Educational policy; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Frankreich
Abstract	Today, the influence of economic thought on educational theory is evident. It seems to weaken, however, the further we travel back in history. In this article, Tal Gilead examines the historical origins of this influence. He shows that it first emerged in French educational thought during the second half of the eighteenth century. Through analyzing a number of books on educational theory from this period, Gilead demonstrates the educational impact of two innovative economic ideas: first, the idea that wealth stems from the product of the land, and, second, the idea that the wealth of the nation is positively correlated with that of the individuals composing it. Gilead argues that these economic ideas contributed to the emergence and spread of progressive notions regarding the scope, nature, and aims of educational provision. He especially stresses the role that these economic ideas played in transforming contemporary attitudes toward the education of the poor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10