10 dets. What Is the History of Law
If you want to deepen law and in particular the history of law, apply for doctoral studies at the Faculty of Law. We offer a dynamic environment with research at the highest level and a strong international character. There are a number of widely recognized sub-disciplines in the field of philosophy: epistemology, metaphysics, moral philosophy, social and political philosophy, philosophy of science, philosophy of language, logic, philosophy of mathematics, philosophy of law, history of philosophy, etc. In the early decades of the twentieth century, the philosophy of education began to develop as another subfield, although it never gained wide acceptance of these other specializations within the philosophical community. In fact, the overwhelming majority of educational philosophers in the world are members of schools or departments of education or pedagogy, rather than departments of philosophy; A very small number of them have joint appointments. In other respects too, the Annals represented a radical break with older historical ideas. The nation no longer represented the basic unit of history; it has been replaced by the region or by a broad comparative approach that has gone beyond Europe (Braudel and Pierre Vilar). The concept of linear time, so fundamental to all forms of historical thought of the nineteenth century, and with it the idea of progress, was abandoned and a historical epoch considered in its own terms, and not as part of a historical process. Burckhardt had already done something similar in 1860 in Renaissance Culture in Italy and had worked with a very broad concept of culture, such as Jan Huizinga in Herfsttij der Middeleuwen (1919), but unlike historians in the Annals, they focused heavily on elites. In contrast, the Annals dealt with the population as a whole, but ran the risk that their history would sometimes become impersonal and devoid of concrete persons. In retrospect, the racist historiography of German National Socialism in 1933-45, although based on widespread social Darwinist ideas and ultra-nationalism, remained an interlude that had only limited influence, even in Germany. The Marxism-Leninism of the Soviet Union and its dependent states, in its dogmatic forms, in many respects a perversion of Marxism, also represents an interlude. As early as 1956, historians in Poland and Hungary and until the freeze after the Soviet occupation in Czechoslovakia and even in the Soviet Union (Aaron Gurevich) participated in the broader historical discussions of the international community.
On the continent, it seems that researchers working in the field of education have long understood more strongly that philosophical reflection is an integral part of the “pedagogical sciences” and that it is too important to be left to a small number of academic specialists. So there was much philosophical activity, but only a few were called the “philosophy of education” per se—rather, many were engaged in the discussion of “pedagogical theory” or “pedagogical science.” As the German educator Wolfgang Brezinkka has said, in the English-speaking world, “education (or pedagogy) does not exist as an autonomous scientific discipline” (Brezinka 1992, p. 3). In German-speaking countries, pedagogy is understood as a mixed normative-descriptive discipline as a theory adapted to “provide guidelines for practice”. Pedagogy should at the same time “arrive at an understanding of reality and a determination of what should be”. It cannot “limit itself to studying what is”, but is “at least partly also a normative science that . develops guiding ideals and measures the existing reality in relation to one`s own needs. It “includes normative decisions” and was intended to combine “fact-finding” with “the critical evaluation of those facts in the service of a binding standard” (Brezinka 1992, p. 5). Despite their relative physical and intellectual isolation from their peers in academic philosophy, philosophers of education have interests that span the above sub-disciplines.