The Evolution of Pedagogical Terminology: Historical Development and Practical Implications
DOI:
https://doi.org/10.47134/jbdi.v2i1.4023Keywords:
Pedagogy, Terminology, Educational Theory, Historical Development, Language in Education, Educational PracticeAbstract
The formation and development of pedagogical terminology reflect the evolution of educational thought and the changing nature of teaching and learning across historical epochs. This article investigates the historical trajectory of pedagogical terms, focusing on how they emerged, transformed, and became institutionalized in educational discourse. By reviewing significant milestones in pedagogy, from classical antiquity to the digital age, and exploring how pedagogical terms were coined and adapted, the study demonstrates how terminology influences and is influenced by pedagogical practices. The article includes a literature review, critical analysis, and discussion of implications for contemporary education
References
Alexander, R. (2001). Culture and pedagogy: International comparisons in primary education. Blackwell Publishing.
Ball, S. J. (1994). Education reform: A critical and post-structural approach. Open University Press.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Bruner, J. (1960). The Process of Education. Harvard University Press.
Burckhardt, C. (2001). The civilization of the Renaissance in Italy. Harper & Row.
Comenius, J. A. (1632). Didactica Magna.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
Dewey, J. (1916). Democracy and Education. Macmillan.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Foucault, M. (1972). The Archaeology of Knowledge. Pantheon Books.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
Gergen, K. J. (1991). The Saturated Self: Dilemmas of Identity in Contemporary Life. Basic Books.
Goodson, I. (2005). Learning, Curriculum and Life Politics: The Selected Works of Ivor F. Goodson. Routledge.
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Plato. (380 BCE). The Republic (B. Jowett, Trans.). Project Gutenberg.
Rousseau, J. J. (1762). Emile, or On Education (W. H. Payne, Trans.). E. P. Dutton & Co.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).
Thorndike, E. L. (1913). Educational Psychology: The Psychology of Learning. Teachers College Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wardekker, W. (2001). Schools and moral education: Conformism or autonomy? Journal of Philosophy of Education, 35(1), 101–114.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. Jossey-Bass.
