What is it about?
How 1920s education reforms in Ontario were the result of a political assessment that fervently rejected scientism, were nevertheless underpinned by a positivist science that entailed processes of counting, measuring, and sorting to build a system of state-directed human capital formation.
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Why is it important?
It considers whether the scientific knowledge that underscored elementary school reform represented a significant departure or was simply a reconfiguration of knowledge and techniques that ensured the state’s ability to govern and administrate. This article demonstrates how positivistic scientific reasoning underscored post World War I school reforms in Ontario.
Perspectives
The article demonstrate the extent to which positivism and positivist thinking dominated thinking about education in the early twentieth century.
Dr. Patrice Milewski
Laurentian University
Read the Original
This page is a summary of: Positivism and post-World War I elementary school reform in Ontario, Paedagogica Historica, October 2012, Taylor & Francis,
DOI: 10.1080/00309230.2012.658158.
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