History of Education as History of Knowledge

Joel Barnes is an honorary research fellow in the School of Historical and Philosophical Inquiry at the University of Queensland, Australia. He works on histories of evolutionary science, education, and universities.Jona T. Garz is a senior research and teaching assistant at the University of Zurich. His work explores the history of knowledge in education, psychology, and medicine. He is currently writing a history of self-directed learning in the twentieth century.Fanny Isensee is a postdoctoral researcher at Humboldt-Universität zu Berlin, Germany. Her research interests include the history of school organisation, school routes and school transportation, small forms in education as well as the connections between history of knowledge and history of education.Joakim Landahl is a professor of education at Stockholm University, Sweden. Specialised in the history of education, his current research includes the history of international assessments, the relationships between parents and schools, and the school student movement.Björn Lundberg is an associate professor of history at Lund University, Sweden. His research focuses on the history of childhood and youth and the history of knowledge. He coordinates the focus area Knowledge and Education at the Lund Centre for the History of Knowledge (LUCK).Daniel Töpper is a postdoctoral researcher at Humboldt University zu Berlin, Germany. His research interests include the history of school administration, school supervision, and the grammar of schooling. He is currently investigating the emergence of sex education as cross-curricular theme in the 20th century.

• IntroductionJoel Barnes, Jona T. Garz, Fanny Isensee, Joakim Landahl, Björn Lundberg, and Daniel TöpperPart 1: Sources for a History of KnowledgeChapter 1Educational knowledge in an early-nineteenth century boarding school: The case of Pestalozzi’s Institute in YverdonRebekka HorlacherChapter 2It’s an adult’s world! Children and their drawings as instruments in the process of scientific knowledge productionMichèle HofmannChapter 3“No greater merit than that of collecting”? Retracing Johann Friedrich Wilberg’s textbook curation to inform computational text reuse detectionFabian Dombrowski and Maret NieländerPart 2: Methods for Knowledge in MotionChapter 4The teaching-research nexus in literary and philosophical societies in late eighteenth and early nineteenth-century Britain: The case of ManchesterHeather EllisChapter 5The Dutch niche: Teaching a marginalised and devalued language in Prussia, 1825–1852Hendrik HolzmüllerChapter 6“Experts” and “learners”? Programa Diem/Projekt Argentinien as a case for tracing the methodological potential of knowledge circulation within postcolonial and unequal power contextsLilli Riettiens, Eduardo Galak, and Daniela MansiPart 3: Rethinking Knowledge (in) InstitutionsChapter 7Literacy in the “Driest of Sciences”: Statistical systems outside the state and their influence on school politics in Prussia (ca. 1859-1920)Daniel TöpperChapter 8Building knowledge about building schools: Research, experiments, dissemination and practice in Sweden 1950–1970Johan Samuelsson and Fredrik Krohn AnderssonChapter 9Psychological school maturity testing in state-socialist Czechoslovakia: Expert knowledge as a shaping force in the history of educationTheofil FinsterschottChapter 10Countercultural notions of the mother and the child? Shared and contested knowledges in experimental and non-experimental contexts of kindergartens in Zurich around 1970Andrea De Vincenti