Savings banks children and youth policy in the 20 th century: context, opportunities & limitations

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1 Savings banks children and youth policy in the 20 th century: context, opportunities & limitations Thomas Ruoss, Dr. des. Financial History Workshop Improving Savings Culture a Lifetime of Financial Education Madrid, 5th October Okt Thomas Ruoss Seite 1

2 Overview 1. Educationalization of social problems 2. History of ISBI s children und youth policy (20 th century) 3. Financial Literacy Education & Democracy 5. Okt Thomas Ruoss Seite 2

3 1. Educationalization of social problems Educationalization of social problems is the ability of schooling, to embrace and embody the social reform missions that have been imposed upon it. (Labaree 2008, S. 447f) I am arguing that we hold schools responsible for expressing our values rather than for actually realizing them in practice, that schools are institutional expressions of cultural values whose persistence is less a result of their effectiveness in carrying out those goals in practice than of their ability to represent those goals in formal terms. (Labaree 2008, S. 458) 5. Okt Thomas Ruoss Seite 3

4 2. History of ISBI s children und youth policy (20 th century) 5. Okt Thomas Ruoss Seite 4

5 2. History of ISBI s children und youth policy (20 th century) School banks (L Epargne du Monde, 1937/1) 5. Okt Thomas Ruoss Seite 5

6 Institut für Erziehungswissenschaft 2. History of ISBI s children und youth policy (20th century) School banks Thrift propaganda 5. Okt Thomas Ruoss Thrift Song : (L Épargne du Monde, 1930/5) Seite 6

7 2. History of ISBI s children und youth policy (20 th century) School banks Thrift propaganda Promotion of youth savings National Savings publicity for youth organisations. ;.- ' f"' K (L Épargne du Monde, 1965/3) 5. Okt Thomas Ruoss Seite 7

8 Institut für Erziehungswissenschaft 2. History of ISBI s children und youth policy (20th century) School banks Thrift propaganda Promotion of youth savings Social sciences Sprachlabor in Zürich-Kloten, ca. 1970: ETH-Bibliothek Zürich, Bildarchiv/Stiftung Luftbild Schweiz / Fotograf: Swissair / LBS_SR / CC BY-SA Okt Thomas Ruoss Seite 8

2. History of ISBI s children und youth policy (20 th century) School banks Thrift propaganda Promotion of youth savings Social sciences Prosperity & crisis of youth thrift Draft f

9 2. History of ISBI s children und youth policy (20 th century) School banks Thrift propaganda Promotion of youth savings Social sciences Prosperity & crisis of youth thrift Draft f STlJD or the r e y FOR SAv:rp 0 r t Of the NG ]3y TBE YOUN Pre G!nte:rnat1 Pa.red by th ona1 S e av1ngs Banks Institute (ISBI Archive, N. 328) 5. Okt Thomas Ruoss Seite 9

10 2. History of ISBI s children und youth policy (20 th century) School banks Thrift propaganda Promotion of youth savings Social sciences Prosperity & crisis of youth thrift Development cooperation Federal Savings (Mobile) Bank in Africa (Land nicht bekannt) (ISBI, JB, 1982/83) 5. Okt Thomas Ruoss Seite 10

11 2. History of ISBI s children und youth policy (20 th century) School banks Thrift propaganda Promotion of youth savings Social sciences Prosperity & crisis of youth thrift Development cooperation Commercialization (ISBI, JB, 1984/85) 5. Okt Thomas Ruoss Seite 11

12 3. Financial Literacy Education & Democracy 5. Okt Thomas Ruoss Seite 12

13 3. Financial Literacy Education & Democracy Axel Honneth (2012): Education is the twin-sister of democratic theory 5. Okt Thomas Ruoss Seite 13

14 3. Financial Literacy Education & Democracy Sh ll the an w r be glven by the atomlo polson or mloro... bomll? #o, but by the fundamental faotors of olvlllzatlon, suolt t.allollr and Savlng, u11hed through all tronuerfl (ISBI 1946, S. 33) 5. Okt Thomas Ruoss Seite 14

15 3. Financial Literacy Education & Democracy Only a nation where the majority is experienced in the disposition of capital, has the economic literacy [orig.: wirtschaftliche Mündigkeit] to preserve a liberal economic order. (Friedrich v. Hayek. In: ISBI Archiv. 7. Internationaler Sparkassenkongress Mai Wien, S. 2, frei übersetzt) 5. Okt Thomas Ruoss Seite 15

16 Sources & Literature ISBI Archive (WSBI, Brussels): N. 6-13: Jahresberichte des ISBI N. 73: Second International Thrift Congress. London 7-11 October International Thrift Institute. Milan 1930 N. 76: Seventh International Savings Banks Congress. Vienna May N. 547: Questionnaire "Bestandesaufnahme über die bisherige Tätigkeit des Internationalen Instituts der Sparkassen" WSBI Library Brussels (without signature): World Thrift / L Espargne du Monde / Das Sparwesen der Welt. The International Thrift Institute (undated). For the Savings Banks, for Thrift, for Peace. Milano. Literature: Aprea, C. (2016). International Handbook of Financial Literacy (1st ed. 2016). Singapore: Springer Singapore. Arthur, C. (2016). Financial Literacy Education as a Public Pedagogy: Consumerizing Economic Insecurity, Ethics and Democracy. International Handbook of Financial Literacy, Biesta, G. (2012). Philosophy of Education for the Public Good: Five challenges and an agenda. Educational Philosophy and Theory, 44(6), Davies, P. (2015). Towards a framework for financial literacy in the context of democracy. Journal of Curriculum Studies, 47(2), Davies, P. (2016). Policy Contexts of Financial Literacy. In International Handbook of Financial Literacy (1st ed. 2016, pp ). Singapore: Springer Singapore. Honneth, A. (2012). Erziehung und demokratische Öffentlichkeit. Zeitschrift für Erziehungswissenschaft, 15(3), S Hunter, J. D. & Yates J.J. (2011). Introduction. The Question of Thrift. In J. J. Yates & J. D. Hunter (Eds.), Thrift and Thriving in America. Capitalism and Moral Order from the Puritans to the Present. Oxford: Oxford University Press, S Labaree, D. F. (2008). The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the United States. Educational Theory, 58(4), Maß, S. (2009). Mäßigung der Leidenschaften. Kinder und monetäre Lebensführung im 19. Jahrhundert, in: Jens Elberfeld, Markus Otto (Hg.), Das schöne Selbst. Zur Genealogie des modernen Subjekts zwischen Ethik und Ästhetik, Bielefeld 2009, S Meyer, J. W., & Rowan, B. (1977). Institutionalized Organizations: Formal Structure as Myth and Ceremony. American Journal of Sociology, 83(2), Pinto, L. E. (2013). When politics trump evidence: financial literacy education narratives following the global financial crisis. Journal of Education Policy, 28(1), Proettel, T. (2016). Path Dependencies in European Savings Banks: The Impact of Fundamental Decisions during the Wave of Foundations 200 Years ago. WSBI - ESBG. Smeyers, P., & Depaepe, M. (Eds.). (2008). Educational research: the educationalization of social problems. Dordrecht: Springer. 5. Okt Thomas Ruoss Seite 16

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