The Jahrbuch für Historische Bildungsforschung (JHB) contains a section on a defined topic as well as non-thematic treatises and a source with comments/interpretations. This is a call for abstracts for the thematic focus (A) "Temporalities. On the History of the Relationship between Education, Time and Times" and a call for articles for the non-thematic part (B).
In future, the JHB will be published simultaneously as an electronic open access format and as a print version. The electronic version allows the dynamic integration of media content (in addition to image, video and audio formats). Contributions presenting such media content are particularly welcome.
A) Thematic focus: Temporalities. On the History of the Relationship between Education, Time and Times.
Editorial board of the thematic focus: Prof. Dr. Andreas Hoffmann-Ocon (Pädagogische Hochschule Zürich), Prof. Dr. Till Kössler (Martin-Luther-Universität Halle), Prof. Dr. Sabine Reh (BBF, Bibliothek für Bildungsgeschichtliche Forschung des DIPF & Humboldt-Universität zu Berlin)
Time, i.e. the perception of time, the handling of time and ideas about time and times shape the practice of education as fundamentally as they play an important role in its reflection. This ranges from the question of the temporal timing of school lessons to that of favourable educational times and its duration to various forms of an education in the use of time. In this context, education always interacts with other social orders of time in the family, the economy, and politics, and with the different ideas about development and maturation that are implied here. Educational programs and practices are at the same time always to be understood as time-designs, which want to shape the future. As an expression of social time orders, they also give indications of typical concepts of time, but also attempt to reform or radically reshape them.
The relationship between pedagogical ideas and their practice on the one hand, and time and social times in their various facets on the other hand is itself subject to historical change. In this context, pedagogy and education have not only been constitutively linked since the Enlightenment by diverse ideas and projects of an open future and a new human being to be formed, as well as an education of tomorrow. In pedagogical thinking and in the educational institutions of the early modern period, time already had a meaning and a pragmatic function for the exercise of power and the individual practice of life. The Enlightenment thinkers were ultimately concerned with a comprehensive rationalization of the use of time, while later reform ideas assumed an inherent time of development and a moratorium for adolescents. Reform pedagogical designs and visions in the 20th century aimed at time-free learning as well as living and paradoxically demanded an expanding time in school conditions. The partly psychologically based chronologization of individual maturation in developmental phases was often seen in (reform) pedagogical interpretation as being in tension with school time structures. Temporalities have thus been the subject of varying degrees of pedagogical and educational policy debate in different epochs, as can be seen, for example, in the major debates fought out over long decades of the 20th century about all-day schooling, the concept of lifelong learning, and pedagogical deceleration. At the same time, ideas of rationalizing the use of time through education also proved to be effective beyond schools and educational institutions, for example in industry but also in colonial contexts, and yet they repeatedly encountered resistance and alternative time projects of free time.
Coexisting and competing time orders were always related to different collective and individual visions of the future: Whether contemporary horizons of expectation saw stable communities or a coming social revolution shaped the perception of time regimes. Divergent – local, regional, national, and global – educational spaces produced different presences and pasts, each with its own educational times and experiences of time. Acceleration and deceleration, speed gains and losses are often embedded as time arguments in pedagogical conceptions - especially when there were struggles over time budgets in educational relations. Finally, with the notion of time horizons, salient caesura dates in the fields of education and upbringing also come into view and can be examined in terms of their periodizing character and narrativity.
Despite its fundamental importance, the relationship between education and time has so far only sporadically been made the subject of research in the history of education. The planned volume starts here and aims to bring together current studies on the subject from all areas of historical education and educational research. It is interested not least in the formation of specifically modern orders of time and their change up to the present.
Possible topics are:
- History of pedagogical time reflection and time criticism
- History of pedagogical concepts of time (e.g. developmental phases, educational time and life course)
- The relationship between past, present and future – chronotopes and their significance for pedagogy
- Concepts of time in educational utopias
- Time criticism and alternative as well as competing time orders in pedagogical reform movements
- Time reform movements and education in politics, economy and culture
- Time orders and time practices in pedagogical institutions
- Time and the use of time as an object of education and teaching
We invite submissions of a one to two page abstract for the thematic section of the yearbook by Jan. 15, 2023.
Mail addresses of the editors of the thematic section:
- Prof. Dr. Andreas Hoffmann-Ocon (Pädagogische Hochschule Zürich): email@example.com
- Prof. Dr. Till Kössler (Martin Luther University Halle) firstname.lastname@example.org
- Prof. Dr. Sabine Reh (BBF, Bibliothek für Bildungsgeschichtliche Forschung des DIPF & Humboldt-Universität zu Berlin): email@example.com
B) Non-thematic contributions and sources
Submissions for the non-thematic part can be submitted until 15.01.2023. All historical topics are welcome. Contributions relating to the period before the 18th century are particularly welcome. In addition, a distinctive source should be published every year and interpreted in its context.
Guidelines for manuscript design can be found at: https://www.dgfe.de/fileadmin/OrdnerRedakteure/Sektionen/Sek01_HBF/Jahrbuch/JHB-Manuscriptsubmissionguidelines_JHB_29.pdf
Send your paper or your suggested source before or latest by 15.01.2023 via mail to:
Prof. Dr. Joachim Scholz (Ruhr-Universtät Bochum): firstname.lastname@example.org.