Concepts have their own history, and this is no less true for educational research. A detailed examination of the volumes published over a number of years of scholarly (but even of popular) journals dealing with education or child rearing makes it clear that the language used in these publications reflects a certain set of conventions, styles and modes. Concepts become fashionable in a particular period or take on new meanings as a result of linguistic change. Among other contexts, in the German cultural tradition, such a historical consciousness has led to the development of autonomous disciplines such as the History of Concepts, which may offer interesting perspectives for educational science (see Bödeker, 2006).
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Smeyers, P., Depaepe, M. (2007). Networks and Technologies: On the Continuity and Change of Educational Research and Practice. In: Smeyers, P., Depaepe, M. (eds) Educational Research: Networks and Technologies. Educational Research: Networks and Technologies, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6613-9_1
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