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See detailChange Management in the Governance of Schooling: The Rise of Experts, Planners, and Statistics in the Early OECD
Tröhler, Daniel UL

in Teachers College Record (2014), 116(9), -

This paper asks how educational accountability could possibly have become a core concept in educational policy within the 10 years after the Sputnik shock. This paper argues that this introduction ... [more ▼]

This paper asks how educational accountability could possibly have become a core concept in educational policy within the 10 years after the Sputnik shock. This paper argues that this introduction included a Second World War and Cold War ideology of problem solving, the faith in experts and some skepticism towards democracy, and a considerable Trust in Numbers (Theodore Porter) combined with a “‘horse race’ mentality.” This article will reconstruct that first part of this transformation after Sputnik, that is, the rise of the new faith in experts, the rise of educational planners, and statistics. The thesis it demonstrates is that this process was possible mainly by a specific rhetoric that was developed as a core means of the change management. This rhetoric was able to level cultural and national differences, and this allowed these new ideals of educational governance to become accepted by the participants and thus to be implemented in their respective places. The example is the period leading up to 1965, when the individual member countries of the Organization for Economic Co-operation and Development (OECD) had to take over the funding of educational programs that had previously been funded by the OECD (and that means it was funded to 50% by the United States). This ideology was transported and disseminated by a specific rhetoric that bypassed politically taboo themes and that covered up the clear strategies of governance. This paved the way for the process of standardization and the implementation of not only a formal adaptation of the organization of education but also, and in particular, specific ways of educational planning, such as statistics, and with them specific ideologies of how society and its citizens should be shaped. Only a few years later on, educational accountability had become a “normal” part in educational policy with a tendency to be treated as fetish. The thesis is demonstrated in five steps. First, the papers sheds some light on the broader ideological context of the early years of the OECD, that is, of its educational commitment as an expression of a highly educationalized Cold War culture. Then it focuses on the specific rhetoric developed in the think tanks and transnational organizations, settled in between science and politics, which includes the exclusion of taboo themes. Next to the analyses of the exclusion practices the rhetoric is identified as disguising, that is, suggesting help and support, but in fact creating coercing realities with hardly any way out. In the fourth step these rhetorical practices are being analyzed in one major project of the early OECD, with six Mediterranean countries at the center, in order to check in the final section the sustainability of the early efforts in educational planning after a fundamental revision of the OECD activities in 1964. [less ▲]

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See detailFabricating National Unity in Torn Contexts: World War I and the Education of Future Citizens in Multilingual Nation-States
Tröhler, Daniel UL

in McCulloch, Gary (Ed.) Abstracts. Education, War and Peace (2014, July)

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See detailEducational Reforms During the Napoleonic War and Reign
Tröhler, Daniel UL

in McCulloch, Gary (Ed.) Abstracts. Education, War and Peace (2014, July)

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See detailEl viaje peripatético de la educación en un mundo globalizado y "educacionalizado”
Bruno-Jofré, Rosa; Tröhler, Daniel UL

in Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana (2014), 51(1), 1-102

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See detailPestalozzi y la educacionalización del mundo
Tröhler, Daniel UL

Book published by Octaedro (2014)

El suizo Johann Heinrich Pestalozzi (1746-1827) transformó la teoría y la práctica de la educación en todo el mundo. En esta obra maestra, Daniel Tröhler muestra que el trabajo y la influencia de ... [more ▼]

El suizo Johann Heinrich Pestalozzi (1746-1827) transformó la teoría y la práctica de la educación en todo el mundo. En esta obra maestra, Daniel Tröhler muestra que el trabajo y la influencia de Pestalozzi deben entenderse como parte de la «educacionalización del mundo» (grandioso fenómeno ocurrido a finales del siglo XVIII y comienzos del siglo XIX) y de las ideas y los movimientos republicanos que se sucedían en Europa y América. Tröhler conecta hábilmente la obra de Pestalozzi con los problemas y las inquietudes sociales de la época, que estaban empezando a ser entendidos como problemas de la educación y que, como tales, había que tratarlos con remedios educativos. Sobre la base de nuevas investigaciones y con acopio de fuentes principales (entre ellas, la reciente publicación de unas 2.500 cartas enviadas a Pestalozzi), esta obra reconstruye el papel pasivo y activo de Pestalozzi en la creación del mundo educacionalizado en Europa e internacionalmente. [less ▲]

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See detailInternational Curriculum Research
Tröhler, Daniel UL

in Pinar, William F. (Ed.) International Handbook of Curriculum Research. 2nd edition. (2014)

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See detailSelf-Reflection, or the Intellectual’s Virtues: The Culture-Epoch Theory as a System of Reasoning
Tröhler, Daniel UL

in Pereyra, Miguel; Franklin, Barry (Eds.) Systems of Reason and the Politics of Schooling. School Reform and Sciences of Education in the Tradition of Thomas S. Popkewitz (2014)

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See detailIntroducción Sección Especial: el viaje peripatético de la educación en un mundo globalizado y “educacionalizado”
Bruno-Jofré, Rosa; Tröhler, Daniel UL

in Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana (2014), 51(1), 1-5

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See detailPestalozzi: Léonard et Gertrude. Un livre pour le peuple
Tröhler, Daniel UL; Kaenel, Philippe

Book published by LEP (2014)

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See detailSeries Foreword: Routledge Cultural Studies in Knowledge, Curriculum and Education
Popkewitz, Thomas; Tröhler, Daniel UL

in Friedrich, Daniel (Ed.) The Limits of Democratic Education as a Curricular Problem (2014)

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See detailVolksschule um 1800. Studien im Umfeld der Helvetischen Stapfer-Enquête 1799
Tröhler, Daniel UL

Book published by Klinkhardt (2014)

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See detailBetween universally claimed theory and common understanding: Theoretical knowledge in education
Tröhler, Daniel UL

in Biesta, Gert; Julie, Allan; Richard, Edwards (Eds.) Making a difference in theory. The theory question in education and the education question in theory (2014)

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See detailIntroduction to the Special Section: Peripathetic Journey of Education in a Globalizing and “Educationalized” World
Bruno-Jofré, Rosa; Tröhler, Daniel UL

in Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana (2014), 51(1), 1-5

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See detailThe historian’s métier: A critical engagement with history of education
Bruno-Jofré, Rosa; Tröhler, Daniel UL

in Encounters on Education (2014), 15(4),

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See detailKommerzialisierung der Gesellschaft – Jean-Jacques Rousseau, Johann Heinrich Pestalozzi und die Pädagogisierung der Vater-Sohn-Beziehung in der zweiten Hälfte des 18. Jahrhunde
Tröhler, Daniel UL

in Ritzi, Christian (Ed.) Jean-Jacques Rousseaus "Émile": Erziehungsroman, philosophische Abhandlung, historische Quelle (2014)

Nicht nur der tragische Ausgang der Geschichte des Ehepaars Émile und Sophie oder die deutlich anders gelagerte Erziehungskonzeption in Rousseaus „Lettre à M. d’Alembert“ lassen erhebliche Zweifel ... [more ▼]

Nicht nur der tragische Ausgang der Geschichte des Ehepaars Émile und Sophie oder die deutlich anders gelagerte Erziehungskonzeption in Rousseaus „Lettre à M. d’Alembert“ lassen erhebliche Zweifel aufkommen, ob das Werk „Émile“ in der Tat eine neue Begründung der Pädagogik geliefert hat. Bereits die historiographische Einsicht, dass Schriften immer in zeitgenössische Diskussionen eingreifen, und dass sie deshalb, um verstanden zu werden, vor dem Hintergrund dieser Diskussion rekonstruiert, d.h. kontextualisiert werden müssen, werfen ein anderes Licht auf den „Émile“. Rousseaus unterschiedliche normative Einschätzung von Genf und Paris und seine jeweils unterschiedlichen Erziehungskonzepte mit ihren divergierenden Erfolgsprognosen verweisen – und das ist die hier vertretene These – auf einen übergeordneten politisch-ideologischen Konflikt, der sich in Europa schon vor Rousseaus Geburt, d.h. seit Ende des 17. Jahrhunderts entwickelt hatte. Dieser Konflikt kann mit Entwicklungen in Zusammenhang gebracht werden, die sich – etwas pauschal gesagt – als „Kommerzialisierung der Gesellschaft“ bezeichnen lassen. Nicht zufälligerweise erhielt dieser Prozess, in welchem Rousseaus Werk zu verorten ist, nach 1750 im protestantischen Milieu der Schweiz eine pädagogische Wendung. Allerdings waren dabei nicht jene den allgemeinen Entwicklungen stark oppositionellen pädagogischen Konzepte erfolgreich (die eigentlich nur in der späteren Rhetorik der pädagogischen Reformdiskussion eine wichtige Rolle spielten), sondern Ansätze, die versuchten, den von Rousseau monierten Konflikt zwischen wirtschaftlichen Entwicklungen auf der einen Seite („Kommerzialisierung der Gesellschaft“) und politischer Ideologie (kommerzkritische Tugendrepublik) auf der anderen Seite über die pädagogische Entwicklung der (protestantisch interpretierten) Seele zu harmonisieren. [less ▲]

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See detailIntroduction: The historian’s métier: A critical engagement with history of education
Bruno-Jofré, Rosa; Tröhler, Daniel UL

in Encounters on Education (2014), 15(4), -

Detailed reference viewed: 93 (5 UL)