Speculative Fantasies: Infancy in the Educational Discourse in early modern Germany
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
Standard
Children, Development and Education: Cultural, Historical, Anthropological Perspectives. ed. / Michalis Kontopodis; Christoph Wulf; Bernd Fichtner. Dordrecht: Springer, 2011. p. 103-115 (International Perspectives on Early Childhood Education and Development; Vol. 3).
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - CHAP
T1 - Speculative Fantasies
T2 - Infancy in the Educational Discourse in early modern Germany
AU - Althans, Birgit
PY - 2011
Y1 - 2011
N2 - If we look at current discourses related to the care of newborn infants we see the newborns firmly fixed in the hands of doctors, nurses and midwives. Medical experts can be seen as educators as well – for example they give advice to the mothers about the right way to handle their babies and show them how to hold, (breast-) feed or wash it. Later, during the prescribed checkups in the consulting rooms of the paediatricians one can also observe the pedagogical performance of doctoral consultants. The discourse of medicine seems thus to dominate the interaction between the mother and the child. Situated in this context and based on a twofold genealogy of philosophical and scientific texts and of artistic and scientific representations of children this chapter examines the works of Rousseau, Kant, and Hegel about the meaning of education in very early childhood in relation to the public imagination and pictorial representation of early childhood in that time.
AB - If we look at current discourses related to the care of newborn infants we see the newborns firmly fixed in the hands of doctors, nurses and midwives. Medical experts can be seen as educators as well – for example they give advice to the mothers about the right way to handle their babies and show them how to hold, (breast-) feed or wash it. Later, during the prescribed checkups in the consulting rooms of the paediatricians one can also observe the pedagogical performance of doctoral consultants. The discourse of medicine seems thus to dominate the interaction between the mother and the child. Situated in this context and based on a twofold genealogy of philosophical and scientific texts and of artistic and scientific representations of children this chapter examines the works of Rousseau, Kant, and Hegel about the meaning of education in very early childhood in relation to the public imagination and pictorial representation of early childhood in that time.
KW - Educational science
KW - Early Childhood
KW - Early Childhood Education
KW - Unborn Child
KW - Educational Discourse
KW - Anthropological Perspective
KW - Literature studies
KW - Cultural studies
U2 - 10.1007/978-94-007-0243-1_7
DO - 10.1007/978-94-007-0243-1_7
M3 - Contributions to collected editions/anthologies
SN - 978-94-007-0242-4
T3 - International Perspectives on Early Childhood Education and Development
SP - 103
EP - 115
BT - Children, Development and Education
A2 - Kontopodis, Michalis
A2 - Wulf, Christoph
A2 - Fichtner, Bernd
PB - Springer
CY - Dordrecht
ER -