Pädagogische Wissensräume 1750-1850

Overview & Synopsis

Textbooks and lecture collections contain a particular body of knowledge that was or is of fundamental importance for a scientific discipline (at a certain point in time). In the present work, such works published between 1750 and 1850 in (scientific) pedagogy are analysed. The focus is on bibliometric analyses, assuming that references can also indirectly make knowledge spaces visible – and thus open up an early, primordial phase of scientific pedagogical thought.