Ideas, concepts, contexts: The contribution of Reinhart Koselleck to the writing of the History of Education

Abstract

This article presents the History of Concepts from the critique of the traditional History of Ideas (Ideengeschichte), from the sketch of central elements of Reinhart Koselleck's thought: the distinction between word and concept, the categories modernity (Sattelzeit), acceleration and experience, as well And of the theoretical and methodological implications of the concept of History. We argue that this contributes to the history of education and writing about the various concepts with which it works, such as teaching, school, learning and training, etc., many being derived from other areas or created / invented in their context, Considering, in particular, the fact that the nature and dynamicity of a concept are transversal to several areas of research.