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 2017 5. Okt. 2017 Thomas Ruoss Seite 1
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. 2017 Thomas Ruoss Seite 2
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. 2017 Thomas Ruoss Seite 3
2. History of ISBI s children und youth policy (20 th century) 5. Okt. 2017 Thomas Ruoss Seite 4
2. History of ISBI s children und youth policy (20 th century) School banks (L Epargne du Monde, 1937/1) 5. Okt. 2017 Thomas Ruoss Seite 5
Institut für Erziehungswissenschaft 2. History of ISBI s children und youth policy (20th century) School banks Thrift propaganda 5. Okt. 2017 Thomas Ruoss Thrift Song : (L Épargne du Monde, 1930/5) Seite 6
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. 2017 Thomas Ruoss Seite 7
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_SR05-000508-26 / CC BY-SA 4.0 5. Okt. 2017 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 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, 1965. N. 328) 5. Okt. 2017 Thomas Ruoss Seite 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 Development cooperation Federal Savings (Mobile) Bank in Africa (Land nicht bekannt) 1983. (ISBI, JB, 1982/83) 5. Okt. 2017 Thomas Ruoss Seite 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 Commercialization (ISBI, JB, 1984/85) 5. Okt. 2017 Thomas Ruoss Seite 11
3. Financial Literacy Education & Democracy 5. Okt. 2017 Thomas Ruoss Seite 12
3. Financial Literacy Education & Democracy Axel Honneth (2012): Education is the twin-sister of democratic theory 5. Okt. 2017 Thomas Ruoss Seite 13
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. 2017 Thomas Ruoss Seite 14
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. 21-24. Mai 1963. Wien, S. 2, frei übersetzt) 5. Okt. 2017 Thomas Ruoss Seite 15
Sources & Literature ISBI Archive (WSBI, Brussels): N. 6-13: Jahresberichte des ISBI N. 73: Second International Thrift Congress. London 7-11 October 1929. International Thrift Institute. Milan 1930 N. 76: Seventh International Savings Banks Congress. Vienna. 21-24 May 1963. 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, 113 125. Biesta, G. (2012). Philosophy of Education for the Public Good: Five challenges and an agenda. Educational Philosophy and Theory, 44(6), 581 593. Davies, P. (2015). Towards a framework for financial literacy in the context of democracy. Journal of Curriculum Studies, 47(2), 300 316. Davies, P. (2016). Policy Contexts of Financial Literacy. In International Handbook of Financial Literacy (1st ed. 2016, pp. 127 130). Singapore: Springer Singapore. Honneth, A. (2012). Erziehung und demokratische Öffentlichkeit. Zeitschrift für Erziehungswissenschaft, 15(3), S. 429-442. 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. 3-33 Labaree, D. F. (2008). The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the United States. Educational Theory, 58(4), 447 460. 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. 55-81. Meyer, J. W., & Rowan, B. (1977). Institutionalized Organizations: Formal Structure as Myth and Ceremony. American Journal of Sociology, 83(2), 340 363. Pinto, L. E. (2013). When politics trump evidence: financial literacy education narratives following the global financial crisis. Journal of Education Policy, 28(1), 95 120. 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. 2017 Thomas Ruoss Seite 16