Hulde aan het handwerk, kritiek op de theorie : Over de stand van zaken in de historische pedagogiek in Duitsland

This article discusses the developments of three paradigms of the historiography of education in Germany: the history of ideas, the social history and the comparative history of education. Presenting these paradigms and their systematic assumptions, the progress in historiography and the limits of research are analyzed. In contrast to the progress that can be noticed for the status as historiography, the lack of a genuine theoretical perspective, explaining the paradox of modern education and its implications, remains as the central topic of criticism. The history of ideas is used to illustrate the possibilities, methods and issues of further research in this fled.