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International Standing Working Group on Cross-cultural Influences in History of Education Philanthropic Networks and the History of Education
Jeroen J.H. Dekker (University of Groningen, The Netherlands)
Many cross-cultural influences in the history of education are taking place along two different ways: either by personal interaction and communication, or by both private and state-based formal institutions. Important cross-cultural aspects of the history of pedagogical ideas are due to personal communication; the history of compulsory schooling is an example of the effect of formal institutions. There exists a third way, however: networks. Being more developed and more structured than personal communication but lacking the formal structures which characterise institutions, networks are acting in the space in between. Sometimes, they develop into, or contribute to formal institutions. Amongst the most effective networks of the 19th century are philanthropic networks. The history of such networks should be an important subject on the agenda of history of education from the point of view of cross-cultural influences. According to the sociologist Zijderveld, a network is: “a set of reciprocal, usually informal, often rather anonymous bonds between actors (individuals or collectivities), which is set up and maintained for the promotion of private interests, and usually lacks a fixed, vertical hierarchy of power.” This definition has the capacity to cover 19th century philanthropic networks. Zijderveld stresses the networks’ lack of tradition: “[…] unlike institutions that are closely linked to formal, in particular legal norms and controls, networks are in principle free, open and informal. A network usually presents a horizontal structure in which power is equally distributed” (Zijderveld 2000). From the late eighteenth century, Europe was in the grip of a true ‘society-founding’ fervour, building philanthropic societies that combated pauperism for the common good, with education as their main weapon. Within a few decades, a network of philanthropic societies, Evangelical associations, and Christian philanthropic circles had been created. The distance between individual philanthropists and the needy became too great, so that philanthropic societies began to act as intermediaries. The French July monarchy of 1830-1848 was
2 mentioned L’ère des philanthropes. The first romantic generation of philanthropists was born around 1800, developed a comprehensive philanthropic philosophy and brought forth the founding fathers of the philanthropic network, such as John Howard, Lord Shaftesbury, and Matthew Davenport Hill from England, Baron G. de Gérando, Frédéric Auguste Demetz, Charles Lucas, L.M. Moreau-Christophe, and A. De Tocqueville from France, P.J. de Bye, and Willem Hendrik Suringar from the Netherlands, and the Belgian Édouard Ducpétiaux. A specific network developed for the care of children at risk. This network was very effective indeed and resulted in standardised solutions for the care for children at risk. It contributed to a nationally based network of professional institutions, including children’s homes and the implementation of the children acts, called The World of Child Welfare. Due to the trans-national characteristics of the philanthropic network, these national networks of professional institutions developed in all European countries and also in the USA. There were no boundaries for the philanthropic networks. It is my conviction that the importance of these and similar networks for the history of education should provide them an important place on the agenda of history of education from the point of view of cross-cultural influences.