Interpreting the History of Educational Thought through the Historical Transformation of Knowledge and Culture

2023/02/03

I specialize in the history of education and educational thought in modern France. In particular, my research focuses on the period from the late 18th century, known as the Age of Enlightenment, to the late 19th century, when the basic form of today's school education was established. The modern era is significant because it was when conscious inquiries and awareness regarding "education"—including the formation of autonomous subjects and citizens—emerged as educational theory, set against the backdrop of the birth of the modern concept of childhood, the modern family, and modern society.

My starting point was Durkheim's book, "The Evolution of Educational Thought in France." Generally, the history of thought brings to mind studies focusing on the ideas of a specific individual or a series of biographies, but this book is a history of thought focused on secondary education in France. A distinctive feature of the book is how it meticulously clarifies the origins of an educational philosophy in France aimed at general human development, rather than vocational training or specialized knowledge. It traces the cultural and historical processes that have shaped this view to the present day by examining the Christian and pagan spirits, perspectives on knowledge and culture, the development of the *collège* (colleges/boarding schools), and major currents of educational thought. Also noteworthy is that it repositions the issue of liberal arts education within a larger historical framework amidst growing societal demands for vocational and professional education, and that it offers a perspective for relativizing the French view of education.

Studying the education of a different culture and clarifying it from the perspective of the history of thought allows us to question our own views on education that we take for granted and to see the reality of education in a different light. Personally, I am conducting research on the views of knowledge and culture found in French education, expanding my focus to the periods before and after Durkheim. My study of philosophy education in contemporary French secondary education is also an extension of these interests. I have also come to realize that studying education in relation to intellectual culture requires a broad understanding of Western history, views on humanity, nature, and language, philosophy, and social backgrounds. In that sense, one could say that understanding education is made possible through comprehensive knowledge. The Keio University Faculty of Letters, which comprises 17 majors, offers the ideal conditions for a broad intellectual inquiry into education. In this modern age where rapid change is demanded, I hope to re-examine education by also looking at aspects that are difficult to grasp within the modern framework, while learning from new methodologies in the humanities and social sciences.

*Affiliations, job titles, etc., are as of the time of the interview.