Between ideology and institution: the curriculum of upper-secondary education

in Journal of Curriculum Studies (2009), 41

This study examines apparently similar historical phenomena in 19th‐century Prussia and Switzerland: the establishment of modern foreign languages in the curriculum of upper‐secondary education. Through ... [more ▼]

This study examines apparently similar historical phenomena in 19th‐century Prussia and Switzerland: the establishment of modern foreign languages in the curriculum of upper‐secondary education. Through the course of the 19th century, there appear to have been great transnational European affinities with regard to both the differentiation of the upper‐secondary education into types and the development of the curriculum. However, the contextualization of the curriculum within the overall organization of the school system raises doubts as to whether the similarity is more than only quantitative. A second contextualization of the overall organization of education within cultural convictions also reveals fundamental differences rooted in different political convictions, such as monarchism and republicanism. As a result, despite the formal similarities, the establishment of the foreign language education in Switzerland and Prussia could not have been more different. [less ▲]

The knowledge of science and the knowledge of the classroom Using the Heidelberg Catechism

in Campi, Emilio; De Angelis, Simone; Goeing, Anja-Sylvia (Eds.) et al Scholarly knowledge. Textbooks in early modern Europe (2008)

Verwaltung und Aufsicht der Zürcher Volksschule

in Tröhler, Daniel; Hardegger, Urs (Eds.) Zukunft bilden. Die Geschichte der modernen Zürcher Volksschule (2008)

Zukunft bilden. Die Geschichte der modernen Zürcher Volksschule

Book published by NZZ Libro (2008)

An 14 spannenden Themen wird die Geschichte und die Entwicklung der Volksschule nachgezeichnet. Ob Lehrmittel, Lehrplan, Feminisierung, Standespolitik, Religion, Architektur oder Verwaltung, alle diese ... [more ▼]

An 14 spannenden Themen wird die Geschichte und die Entwicklung der Volksschule nachgezeichnet. Ob Lehrmittel, Lehrplan, Feminisierung, Standespolitik, Religion, Architektur oder Verwaltung, alle diese Aspekte des Bildungssystems werden übersichtlich und leserfreundlich dargestellt, ohne den wissenschaftlichen Anspruch preiszugeben. Es wird aufgezeigt, wie eng der Wandel der Schule an gesamtgesellschaftliche und kulturelle Entwicklungen geknüpft ist und wie in den einzelnen Bereichen der Schulpraxis auf Reformen und Reformversuche reagiert wird. Der historische Blick auf die Reformierbarkeit der Schule macht das Buch zur unentbehrlichen Grundlage und zu einem wertvollen Nachschlagewerk für die an der Schule interessierte Öffentlichkeit, der Bildungsverwaltung, der Bildungspolitik und vor allem auch der Lehrpersonen. [less ▲]

George Herbert Mead: Philosophie der Erziehung

Book published by Klinkhardt (2008)

Psychologie und die Seelen des Protestantismus: Wege zur Pädagogik des 20. Jahrhunderts

in Pädagogische Rundschau (2008), 62

Écrits sur la Méthode De Johann Heinrich Pestalozzi

Book published by LEP Éditions (2008)

Einleitung: George Herbert Mead und die Entwicklung einer sozialen Erziehungskonzeption.

in Mead, G. H. (Ed.) Philosophie der Erziehung. Herausgegeben und eingeleitet von Daniel Tröhler und Gert Biesta. (2008)

The Philosophy of Education by George Herbert Mead

Book published by Paradigm Publishers (2008)

Never before published, this book features George Herbert Mead's illuminating lectures on the Philosophy of Education at the University of Chicago during the early 20th century. These lectures provide ... [more ▼]

Never before published, this book features George Herbert Mead's illuminating lectures on the Philosophy of Education at the University of Chicago during the early 20th century. These lectures provide unique insight into Mead's educational thought and reveal how his early psychological writings on the social character of meaning and the social origin of reflective consciousness was central in the development of what Mead referred to as his social conception of education. The introduction to the book provides an overview of Mead s educational thought and places it against the wider social, intellectual, and historical background of modern educational concepts. Most renowned for his work in philosophy and social psychology, George Herbert Mead (1863-1931) was one of the founders of American pragmatism. His collaboration with John Dewey at the University of Chicago and his wider involvement in social reform in Chicago stimulated his interest in educational theory and practice. [less ▲]

Stability or stagnation, or why the school is not the way reformers would like.

in Encounters on Education (2008), 9