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HISTORY, PRESENT AND PERSPECTIVES IN HISTORICAL-EDUCATIONAL RESEARCH
Abstract
In the 1990s in the Anglo-Saxon world legitimacy of the discipline history of education as well as historical-educational research was largely discussed, e.g. D. Hargreaves [5], Ch. Woodhead [22], J. Tooley – D. Darby [19]. The discussion was held in terms of a doubt whether we still need history of education (e.g. R. Lowe: We Still Need History of Education? [13]). This, on the other hand, led some of the historians of education to re-evaluation of the substance of the discipline history of education and its relationship to other educational sciences [4]. After this critical period, several contemporary authors coming from different parts of the world agree that it is reflection of educational past in particular that can play an important role in the orientation of educational sciences and in the search for the answers related to their position, importance and subject - cf. G. McCulloch [14], W. Carr [2], B. Sliwerski [18], T. Kasper [8], B. Kudlacova [9] and at the same time it can be helpful in integration of these sciences into a wider historical, social and cultural context. The aim of the paper is a reflection of the development of historical-educational research, indicating its perspectives. The lecture has the following structure: 1. Significant milestones in the development of history of education as a scientific discipline; 2. Current state of historical-educational research; 3. Perspectives of historical-educational research.
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