References of "Tröhler, Daniel 50003224"
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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 = Encuentros sobre Educación = Rencontres sur l’Éducation (2014), 15(4), -

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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 detail'Léonard et Gertrude' de Pestalozzi (1781-1783)
Tröhler, Daniel UL

in Tröhler, Daniel; Kaenel, Philippe (Eds.) Léonard et Gertrude. Un livre pour le peuple (2014)

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See detailEinleitung zur Reihe Studien zur Stapfer-Schulenquête
Tröhler, Daniel UL

in Brühwiler, Ingrid (Ed.) Finanzieurng des Bildungswesens in der Helvetischen Republik (2014)

Die Reihe Studien zur Stapfer-Schulenquête umfasst Monographien und Sammelbände im Zusammenhang mit einem vom Schweizerischen Nationalfonds finanzierten sechsjährigen Forschungsprojekt, das sich der ... [more ▼]

Die Reihe Studien zur Stapfer-Schulenquête umfasst Monographien und Sammelbände im Zusammenhang mit einem vom Schweizerischen Nationalfonds finanzierten sechsjährigen Forschungsprojekt, das sich der Edition einer der außergewöhnlichsten Quellen der Schweizer Schul-, Bildungs- und Kulturgeschichte widmet: der sogenannten Stapfer-Enquête aus dem Jahre 1799. [less ▲]

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See detailDie Stapfer-Enquête 1799 als historischer Meilenstein und historiographische Chance
Tröhler, Daniel UL

in Tröhler, Daniel (Ed.) Volksschule um 1800. Studien im Umfeld der Helvetischen Stapfer-Enquête 1799 (2014)

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See detailTradition oder Zukunft? 50 Jahre Deutsche Gesellschaft für Erziehungswissenschaft aus bildungshistorischer Sicht
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2014), 60(1), 9-31

The author interprets the most recent secessionist movements within the GERA as the manifestation of a fundamental problem that had already been virulent at the time of the associationʼs foundation (1964 ... [more ▼]

The author interprets the most recent secessionist movements within the GERA as the manifestation of a fundamental problem that had already been virulent at the time of the associationʼs foundation (1964) and that had not been utterly new, even then. The primary thesis states that the guiding ideology of the GERA at that time was bound to a concept of future primarily nourished by the idealist tradition. Thus, the association ostracized mainly extramural actors of educational reform who were committed to an expertocratic concept of the future, developed mainly in the United States, and who, in this, relied on specific psychology models. When, after the end of the Cold War, the OECD was able to enforce its vision of school policy and educational reform, this ideology of pedagogical planning, supposedly unimpeded by any traditions, managed to establish itself within the GERA, too. This, however, created a blatant polarity with the traditional concept of education – a field of tension that can only be dissolved constructively through historical-comparative analyses. [less ▲]

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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 = Encuentros sobre Educación = Rencontres sur l’Éducation (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 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 detailConceptos, culturas y comparaciones: PISA y el doble descontento alemán
Tröhler, Daniel UL

in Profesorado (2013), 17(2), 127-139

Este estudio analiza la aparición en Alemania de una animada e incluso agria discusión desde los ámbitos públicos y académicos sobre PISA, que se explica como un choque entre dos comprensiones culturales ... [more ▼]

Este estudio analiza la aparición en Alemania de una animada e incluso agria discusión desde los ámbitos públicos y académicos sobre PISA, que se explica como un choque entre dos comprensiones culturales. El estudio aclara la relación entre tres conceptos fundamentales que se encuentran en el centro del debate en Alemania: competencia, Bildung y el conocimiento. Según el análisis del autor, el intento de algunos expertos alemanes de PISA de unificar los conceptos de competencia y Bildung ha causado un malestar importante y cierto escepticismo en Alemania. En el fondo de este conflicto radica, según el autor, un “choque cultural” entre el pragmatismo americano, por un lado, y el concepto alemán de Bildung por el otro. Bildung se resiste a ser racionalizado, es útil a varios niveles y, por último, no puede ser medido. El conflicto entre la competencia y Bildung se agrava, debido a que el enfoque de PISA no va dirigido a lo que los alumnos aprenden en la escuela sobre la base de sus planes (nacionales) de estudio y libros de texto. La disputa alemana sobre PISA se interpreta como un descontento doble. Por un lado, PISA está poniendo en tela de juicio el concepto tradicional alemán de Bildung, centrándose en el mundo exterior (“Para afrontar los desafíos de la vida real”), en lugar de centrarse en el desarrollo del mundo interior (Persönlichkeit). Por otro lado, los resultados de la prueba también irrita a los propios expertos de PISA que tuvieron que advertir lo poco desarrollado de su proyecto educativo de un armónico y “único mundo” libre, con ciudadanos interactuando a nivel mundial y económicamente seguros. [less ▲]

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See detailTruffle Pigs, Research Questions, and Histories of Education
Tröhler, Daniel UL

in Popkewitz, Thomas (Ed.) Rethinking the History of Education. Transnational perspectives on its questions, methods, and knowledge (2013)

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See detailStandardisierung nationaler Bildungspolitiken: Die Erschaffung internationaler Experten, Planern und Statistiken in der Frühphase der OECD
Tröhler, Daniel UL

in IJHE Bildungsgeschichte (2013), 3(1), 60-77

The following paper analyzes phenomena of standardization describing a process of educational policy in the aftermath of the Second World War and in the middle of the Cold War – that is, around 1960. The ... [more ▼]

The following paper analyzes phenomena of standardization describing a process of educational policy in the aftermath of the Second World War and in the middle of the Cold War – that is, around 1960. The concept of standardization is used to describe a successful historical process in which previous different existing patterns of thoughts or institutional behaviors were being replaced by one prevailing model. The European standardization process observable in the early 1960s triggered by the OECD affected the organization of the educational policies on a ministerial level designed to influence the national school systems according to a specific ideology. This ideology was transported and disseminated by a specific rhetoric that bypassed political taboo themes and that covered up the clear strategies. This paved the way for the process of standardization and the implementation of not only 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. [less ▲]

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See detailThe Technocratic Momentum after 1945, the Development of Teaching Machines, and Sobering Results
Tröhler, Daniel UL

in Journal of Educational Media, Memory, and Society (2013), 5(2), 1-19

This article investigates the development of new teaching ideologies in the context of the technocratic ideology of the Cold War. These ideologies did not simply vanish after 1989. The catchwords were ... [more ▼]

This article investigates the development of new teaching ideologies in the context of the technocratic ideology of the Cold War. These ideologies did not simply vanish after 1989. The catchwords were “programmed instruction” and “teaching machines”, accompanied by the promise that all students would make effi cient learning progress. Although Eastern and Western states fought the Cold War over political ideologies, their teaching ideologies (perhaps surprisingly) converged. This may explain why neither the apparent failure of these educational ideologies nor the end of the Cold War led to the modifi cation of the ideologies themselves, but rather to the modifi cation of devices serving the ideologies. [less ▲]

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See detailPestalozzi and the Educationalization of the World
Tröhler, Daniel UL

Book published by Palgrave McMillan (2013)

This book contextualizes the life of Pestalozzi along the lines of what is called ‘the educationalization of the world’ at the end of the eighteenth and the beginning of the nineteenth century, in which ... [more ▼]

This book contextualizes the life of Pestalozzi along the lines of what is called ‘the educationalization of the world’ at the end of the eighteenth and the beginning of the nineteenth century, in which social problems were beginning to be understood as, and to be translated into, educational problems. Pestalozzi’s ‘discovery’ of the educational/teaching ‘method’ and its propaganda fit this educationalized culture perfectly and reinforced it. Accordingly, after the end of the Napoleonic rule and the Congress of Vienna in 1815, stakeholders in the newly founded nation-states began to erect public mass school systems in order to “make” future citizens and to realize the vision of the nation. Based on newer research and on new sources – the recent publication of some 2,500 letters sent to Pestalozzi – this work will reconstruct Pestalozzi’s passive and active role in the making of the educationalized world, first in Europe and then overseas. [less ▲]

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See detailSämtliche Briefe an Johann Heinrich Pestalozzi / August 1817-1820: Band 5
Horlacher, Rebekka; Tröhler, Daniel UL

Book published by NZZ Libro (2013)

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See detailDer Zürcher Rousseau-Kult der 1760er-Jahre
Tröhler, Daniel UL

in Reiling, Jesko; Tröhler, Daniel (Eds.) Zwischen Vielfalt und Imagination. Praktiken der Jean-Jacques Rousseau-Rezeption. Entre hétérongénité et imagination (2013)

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See detailThe OECD and Cold War Culture: thinking historically about PISA
Tröhler, Daniel UL

in Meyer, Heinz-Dieter; Benavot, Aaron (Eds.) PISA, Power, and Policy. The emergence of global educational governance (2013)

In this article, the Cold War is understood as an encompassing cultural agenda according to which an enduring global peace and welfare under the leadership either of the United States or the Soviet Union ... [more ▼]

In this article, the Cold War is understood as an encompassing cultural agenda according to which an enduring global peace and welfare under the leadership either of the United States or the Soviet Union was being promised. In the West the notion of ‘One World’ had become popular; it indicated the idea of a safe and united world based on the security and well-being of common people throughout the world, provided by US world leadership. However, when one of the former allies, the Soviet Union, started to express similar ambitions on its own agenda it became an increasingly distracting factor for the global vision of ‘One World’ under the leadership of the United States. As much as the 'Weltanschauungen' and the political legitimation rhetoric between the two competitors for world peace differed, many of its means and measures – especially in the field of education – were surprisingly similar. This chapter demonstrates this thesis, taking the example of the genealogy of PISA, understanding it as a tool whose roots have been developed ideologically and methodologically in the course of the Cold War. [less ▲]

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See detailPestalozzi, die Methode, und das Matthäus-Evangelium
Tröhler, Daniel UL

in Bühler, Patrick; Bühler, Thomas; Osterwalder, Fritz (Eds.) Zur Inszenierungsgeschichte pädagogischer Erlöserfiguren (2013)

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