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)

Tête, crœur main. Pestalozzi et la découverte de la Méthode vers 1800

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

Républicanisme classique et idéalisme allemand les réflexions de Pestalozzi sur la République française et sur ses conséquences

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)

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. Préface de Daniel Tröhler, Commentaire de Michel Soëtard.

Book published by LEP (2007)

Wirtschaft, Leidenschaft, Bürgerschaft und Wissenschaft

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

Bildung, Markt und Wissen. Die gegenwärtige Bildungsdiskussion aus historischer Sicht

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

Volksschule im 18. Jahrhundert Die Schulumfrage auf der Zürcher Landschaft 1771/72: Quellen und Studien

Book published by Klinkhardt (2007)

Philosophical Arguments, Historical Contexts, and Theory of Education

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 ▲]

Reform und Persistenz im Bildungssystem: Entwicklungen, Erklärungen und Forschungsdesiderate

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

The Formation and Function of Histories of Education in Continental Teacher Education Curricula

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