References of "Tröhler, Daniel 50003224"
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See detailThe knowledge of science and the knowledge of the classroom Using the Heidelberg Catechism
Tröhler, Daniel UL

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

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See detailReview of: William J. Reese: History, Education, and the Schools. New York 2007: Palgrave Macmillan
Tröhler, Daniel UL

in Zeitschrift für Pädagogische Historiographie (2008), 14(1), 57-59

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See detailTête, crœur main. Pestalozzi et la découverte de la Méthode vers 1800
Tröhler, Daniel UL

in Tröhler, Daniel; Soëtard, Michel (Eds.) Johann Heinrich Pestalozzi. Écrits sur la Méthode, 1 (2008)

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See detailPädagogische Volksaufklärung im 18. Jahrhundert im europäischen Kontext: Pestalozzi und Rochow im Vergleich
Tröhler, Daniel UL; Schmitt, Hanno; Horlacher, Rebekka

Book published by Haupt (2007)

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See detailRépublicanisme classique et idéalisme allemand les réflexions de Pestalozzi sur la République française et sur ses conséquences
Tröhler, Daniel UL

in Tröhler, Daniel; Soëtard, Michel (Eds.) Johann Heinrich Pestalozzi. Oui ou non? Considérations sur l’humeur politique de l’humanité européenne dans les hautes et les basses classes par un homme libre (2007)

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See detailPolitische Bildung im Untergrund Zürich 1762-1767
Tröhler, Daniel UL

in Link, Jörg-W.; Tosch, Frank (Eds.) Bildungsgeschichte(n) in Quellen. Hanno Schmitt zum 65. Geburtstag (2007)

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See detailAutobiographie als kulturgeschichtliche Quelle. Die pragmatische Selbstinterpretation des Pragmatisten James Hayden Tufts (1862-1942)
Tröhler, Daniel UL

in Zeitschrift für Pädagogische Historiographie (2007), 13(2), 119-124

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See detailWirtschaft, Leidenschaft, Bürgerschaft und Wissenschaft
Tröhler, Daniel UL

in Dollinger, Bernd; Müller, Carsten; Schröer, Wolfgang (Eds.) Die sozialpädagogische Erziehung des Bürgers (2007)

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See detailSchule und Demokratie: Die notwendige Re-Politisierung der Pädagogik
Tröhler, Daniel UL

in PH Akzente (2007), 14(1), 36-37

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See detailBildung, Markt und Wissen. Die gegenwärtige Bildungsdiskussion aus historischer Sicht
Tröhler, Daniel UL

in Bohlken, Eike; Peetz, Siegbert (Eds.) Bildung – Subjekt – Ethik. Bildung und Verantwortung im Zeitalter der Biotechnologie (2007)

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See detailHistorische Bildungsforschung zwischen narrativer Fiktion und lokaler Persistenz Kommentar zu Axel Oberschelps 'Ausstrahlung und Gravitation von Franckes Schulen'
Tröhler, Daniel UL

in Jacobi, Juliane (Ed.) Zwischen christlicher Tradition und Aufbruch in die Moderne. Das Hallesche Waisenhaus im bildungsgeschichtlichen Kontext (2007)

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See detailVolksschule im 18. Jahrhundert Die Schulumfrage auf der Zürcher Landschaft 1771/72: Quellen und Studien
Schwab, Andrea; Tröhler, Daniel UL

Book published by Klinkhardt (2007)

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See detailDie Zürcher Schulsynode: Ein demokratisches Kuckucksei in der liberalen Ära Zürichs im 19. Jahrhundert
Tröhler, Daniel UL

in Crotti, Claudia; Gonon, Philipp; Herzog, Walter (Eds.) Pädagogik und Politik. Historische und aktuelle Perspektiven (2007)

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See detailPhilosophical Arguments, Historical Contexts, and Theory of Education
Tröhler, Daniel UL

in Educational Philosophy and Theory (2007), 39(1), 10-19

This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of ... [more ▼]

This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, heroes, or enemies without respecting the context says more about our interest at the present time than it does about the times of the authors examined. Conversely, the contextual approach helps us to avoid believing that ‘timeless truths’ are to be found in different texts of different ages. However, the present contribution in no way advocates a total relativization of statements. Quite the contrary; it claims that the contextual approach helps us to understand the traditions and contexts within which we ourselves, as researchers, are positioned. And this self-awareness is believed to be the proper starting position for theoretical statements about education. [less ▲]

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See detailReform und Persistenz im Bildungssystem: Entwicklungen, Erklärungen und Forschungsdesiderate
Tröhler, Daniel UL

in Casale, Rita; Horlacher, Rebekka (Eds.) Bildung und Öffentlichkeit (2007)

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See detailPädagogische Volksaufklärung, Ernst und Propaganda: Rochow, Iselin, Pestalozzi
Tröhler, Daniel UL

in Schmitt, Hanno; Horlacher, Rebekka; Tröhler, Daniel (Eds.) Pädagogische Volksaufklärung im 18. Jahrhundert im europäischen Kontext: Pestalozzi und Rochow im Vergleich, 10 (2007)

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See detailThe Formation and Function of Histories of Education in Continental Teacher Education Curricula
Tröhler, Daniel UL

in Journal of the American Association for the Advancement of Curriculum Studies (2006), 2

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See detailPädagogik und die Formierung nationaler Kulturen
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2006), 52(2), 505-554

Detailed reference viewed: 58 (1 UL)