The International Emergence of Educational Sciences in the Post-World War Two Years: Quantification, Visualization, and Making Kinds of People

Description

The book brings together contributions from curriculum history, cultural studies, visual cultures, and science and technology studies to explore the international mobilizations of the sciences related to education during the post-World War Two years. Crossing the boundaries of education and science studies, it uniquely examines how the desires of science to actualize a better society were converted to the search for remaking social life that paradoxically embodied cultural differences and social divisions. The book examines how cybernetics and systems theories traveled and were assembled to turn schools into social experiments and laboratories for change. Explored are the new comparative technologies of quantification and the visualization of educational data used in the methods of mass observation. The sciences not only about the present but also the potentialities of societies and people in the psychologies of childhood; concerns for individual development, growth, and creativity; teacher education; and the quantification and assessments of educational systems. The book also explores how the categories and classifications of the sciences formed at intersections with the humanities, the arts, and political practices. This informative volume will be of interest to researchers, academics, and postgraduate students in the fields of curriculum studies, the history of the social sciences, the history of education, and cultural studies, and to educators and school leaders concerned with education policy. Cover Half Title Series Page Title Page Copyright Page Contents Acknowledgments Preface About the Contributors List of Illustrations 1 How Contemporary Educational Sciences Became Reasonable: The International Emergence of Educational Sciences in the Post–World War Two Years Part 1 Mobilizing Science and Desires for Better Societies 2 Science as “the Beacon” for Social Change: The Reason of Systems in American Educational Research and Development 3 Tactile Pedagogies in the Postwar: Cybernetics, Art, and the Production of a New Educational Rationale 4 Science as Utopia: Infrastructures, Pedagogies, and the Prophecy of Design Part 2 Locationless Logics and Fabricating Differences 5 Post–World War Two Psychology, Education, and the Creative Child: Fabricating Differences 6 Objectification of Human Nature: “Adolescent” as a Taxonomy of Postwar Taiwan Actors 7 The Development of the Child and National Progress: Behaviorism and Cultural Deprivation in Brazil 8 The Embrace of Systems in Post-World War Two Teacher Education Research Part 3 Systems, Cybernetics: Imagineering Belonging as Social Differentiation 9 Diagrams of Feedback: Behaviorism, Programmed Instruction, and Cybernetic Planning 10 From “Threat” to “Treat”: Cybernetics in the Soviet Union 11 School Differentiation and Re-forming Human Kinds in Swedish Welfare State Education After the Second World War 12 Quantification of an Educational System: Numbers in the Social Differentiation of Brazil Index