What is it about?
This article locates the 'origin' of psychology, child development as educational science and pedagogical knowledge in the transformation of the Classical episteme in the early 19th century. It identifies the key figures in Ontario and their transnational connection to the New Education Fellowship and links pedagogical reform in Ontario in a broader Western context that includes the UK and Belgium.
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Why is it important?
This article is timely because is timely because it is linked to the burgeoning field of the history of knowledge. It outlines the shift in pedagogical that positioned psychology and child development at the centre of the schooling enterprise.
Perspectives
It introduces pedagogical knowledge as a subset of the main trends in the historiography of schooling in Ontario, Canada. I enjoyed thinking through the main arguments of this article. It enabled me to see events in Ontario in a broader transnational perspective.
Dr. Patrice Milewski
Laurentian University
Read the Original
This page is a summary of: Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada, Paedagogica Historica, October 2020, Taylor & Francis,
DOI: 10.1080/00309230.2020.1831028.
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