Disciplinary Struggles in Education

This book discusses disciplinary struggles in education from three perspectives. The chapters in the first section analyse the disciplinary character of educational practice and institutions. The second section focuses on justification of educational knowledge in transmission between theory and practice. The contributions of the third section problematise the aims and functions of educational practice and theory, which are critical for understanding the implications of disciplinary struggles in education for the future. Although the chapters focus on certain historical periods, forms and contexts of education, they provide insights, which are useful and relevant for a wider discussion in the eclectic and diverse theories and practices of education.

CONTENTS

Preface
Anja Heikkinen, Jenni Pätäri, Gabriele Molzberger

Introduction. The many meanings of disciplinary struggles in education
Anja Heikkinen, Jenni Pätäri & Gabriele Molzberger

Section 1: Discipline in Education

Control justified. Discipline as moral regulation in adult education
Leena Koski

‘How to cultivate freedom through coercion’. Defining discipline in anarchist education
Ivan Zamotkin

Struggles for identity. A Finnish university’s identity transition in its own policies after reform
Henry Yuan Wang

Section 2: Justification of Educational Knowledge

Disciplinary struggles in and between adult, vocational and general education in the Academy. Lessons from Finland
Anja Heikkinen, Jenni Pätäri & Sini Teräsahde

(Re)thinking the disciplinary relationship between the researcher and object of study in educational practices in the Brazilian context
Lais Oliveira Leite

Thinking outside the box. De-structuring continuing and higher education
Markus Weil & Balthasar Eugster

Multiculturalism in education and political philosophy Tarna Kannisto

Changing vocational special needs education. From teacher to developer
Maija Hirvonen & Raija Pirttimaa

Section 3: Meanings and Functions of Education

Ecological wisdom as a challenge for the philosophy of education
Kari Väyrynen

How does phenomenological psychology contribute to current concepts of sustainability in Germany’s vocational education system? A brief historical outline and remarks on current problems
Burkhard Vollmers, Werner Kuhlmeier & Sören Schütt-Sayed

Financing and institutions as key elements of the future of adult education. Disciplinary struggles about empirical observations
Lorenz Lassnigg & Stefan Vogtenhuber