References of "Tröhler, Daniel 50003224"
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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 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 detailEinleitung: Rousseau und die Vielfalt der Rezeptionsinteressen
Reiling, Jesko; Tröhler, Daniel UL

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

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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 detailLa construction de la societé et les conceptions sur l'éducation. Visions comparées en Allemange, en France et aux États-Unis dans les années 1900
Tröhler, Daniel UL

in Education et Sociétés : Revue Internationale de Sociologie de l'Education (2013)

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See detailMenschenrechte und moderne Verfassung. Die Schweiz im Übergang vom 18. zum 19. Jahrhundert Akten des Kolloquiums an der Universität Freiburg/Schweiz, 18.-20. November 2010
Arlettaz, Sivlia; Rahud de Mortages, René; Tröhler, Daniel UL et al

Book published by Slatkine (2012)

Ce volume est consacré à l’histoire des droits de l’homme en Suisse au tournant des XVIIIe et XIXe siècles. En comparaison avec les recherches de Lynn Hunt sur les origines des premières déclarations des ... [more ▼]

Ce volume est consacré à l’histoire des droits de l’homme en Suisse au tournant des XVIIIe et XIXe siècles. En comparaison avec les recherches de Lynn Hunt sur les origines des premières déclarations des droits de l’homme ou avec la généalogie des droits de l’homme de Hans Joas, par exemple, cette publication s’inscrit dans des cadres chronologique et géographique restreints. Grâce à une approche interdisciplinaire du sujet, elle conduit parfois à des résultats surprenants, qui remettent en cause le classement traditionnel des droits de l’homme en « générations » consécutives. La particularité de ce volume est de ne pas se limiter à aborder les droits de l’homme et les constitutions modernes à travers la perspective des anciennes et nouvelles élites politiques. Les contributions traitent également des problèmes liés à l’application de principes constitutionnels abstraits dans une période de bouleversements révolutionnaires, ainsi que de l’usage des droits de l’homme par les populations rurales et citadines. [less ▲]

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See detailDie Schule und die Religion der modernen Pädagogik
Tröhler, Daniel UL

in Domsgen; Schluss, Henning; Spenn, Matthias (Eds.) Was gehen uns ‘die anderen’ an? Schule und Religion in der Säkularität (2012)

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See detailWas ist gute empirische Unterrichtsforschung? Ein Plädoyer für die vergessene reflexive Qualität von Wissenschaft
Tröhler, Daniel UL

in Doff, Sabine (Ed.) Fremdsprachenunterricht empirisch erforschen. Grundlagen – Methoden – Anwendung (2012)

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See detailThe German idea of Bildung and the Anti-Western Ideology.
Tröhler, Daniel UL

in Siljander, Pauli; Kivelä, Ari; Sutinen, Ari (Eds.) Theories of Bildung and Growth. Connections and Controversies between Continental European Educational Thinking and American Pragmatism (2012)

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See detailEl lenguaje global sobre política y perspectivas de la investigación educativa
Tröhler, Daniel UL

in Tröhler, Daniel; Barbu, Ragnhild (Eds.) Los sistemas educativos: perspectiva histórica, cultural y sociológica (2012)

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See detailVorwort zum vierten Band
Tröhler, Daniel UL; Horlacher, Rebekka

in Horlacher, Rebekka; Tröhler, Daniel (Eds.) Sämtliche Briefe an Pestalozzi. Band 4. 1814-Juli 1817 (2012)

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See detailIntroducción
Tröhler, Daniel UL; Barbu, Ragnhild UL

in Los sistemas educativos: perspectiva histórica, cultural y sociológica (2012)

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See detailFin du régime napoléonien, Congrès de Vienne et avenir incertain de l’Europe: 'À l’innocence' …., l’essai de Pestalozzi et son contexte
Tröhler, Daniel UL; Söetard, Michel

in Tröhler, Daniel; Soetard, Michel (Eds.) Johann Heinrich Pestalozzi. À l’innocence, à la gravité et à la noblesse d’âme e on époque et de ma patrie. Considérations dur l’actualité (2012)

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See detailPublizieren als Netzwerkstrategie. Die Gesamtausgabe der Werke Pestalozzis.
Caluori, Barbara UL; Horlacher, Rebekka; Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2012), 58(6), 877-897

Zwischen 1819 und 1824 hatte Johann Heinrich Pestalozzi im Stuttgarter Verlag Cotta eine zwölfbändige Gesamtausgabe veröffentlicht. Diese wurde durch eine Subskription finanziert, wofür zuerst potenzielle ... [more ▼]

Zwischen 1819 und 1824 hatte Johann Heinrich Pestalozzi im Stuttgarter Verlag Cotta eine zwölfbändige Gesamtausgabe veröffentlicht. Diese wurde durch eine Subskription finanziert, wofür zuerst potenzielle Käuferinnen und Käufer geworben wer-den mussten. Der folgende Artikel untersucht mit einer Netzwerkperspektive, wie Pestalozzi bzw. seine Mitarbeiter dieses Projekt umgesetzt haben und wie die verschiedenen Netzwerke, die entscheidend zum Erfolg der Subskription beigetragen haben, zustande gekommen sind. [less ▲]

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See detailLos sistemas educativos: perspectiva histórica, cultural y sociológica
Barbu, Ragnhild UL; Tröhler, Daniel UL

Book published by Octaedro (2012)

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See detailHistoricising Jean-Jacques Rousseau: Four ways to commemorate his 300th anniversary
Tröhler, Daniel UL

in Studies in Philosophy & Education (2012), 31(5),

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See detailDel pasado al futuro: Cambio de agendas en la educación docente entre los siglos XIX y XXI
Rohstock, Anne UL; Tröhler, Daniel UL

in Encounters on Education = Encuentros sobre Educación = Rencontres sur l’Éducation (2012), 13

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two World Wars did not only have effects on educational ... [more ▼]

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two World Wars did not only have effects on educational organizations, policies, and materials, but also on the manner with which the major actors in the world of education — namely, teachers — were trained. The different ideals and agendas in teacher training reflected the major cultural concerns of each era: in the nineteenth century, this was national uniqueness and supremacy, which, in the post war period, gave way to internationalization and global standardization. These visions were associated with the emergence of particular academic subfields and heavily shaped pedagogical ideals. In the era of nation building, the history of education dominated teacher education. In the context of the Cold War teacher training was aligned with a new internationalist and scientific paradigm. The following chapter discusses these two agendas in teacher education. In the first section we will reconstruct the rise of the history of education as a major subject in nationalist and religiously inspired teacher education in Germany and France. In the second section we will show how this leitmotif in the Cold War era was supplanted by a “cognitive turn” in the training of professional educators. [less ▲]

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See detailIntroduction: Do We Have Good Reasons to Commemorate Rousseau in 2012?
Tröhler, Daniel UL

in Studies in Philosophy & Education (2012), 31(5), 431-434

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See detailRousseau's Emile or the fear of passions
Tröhler, Daniel UL

in Studies in Philosophy & Education (2012), 31(5), 477-489

Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this this articles suggests that Rousseau’s Emile is – as most ... [more ▼]

Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this this articles suggests that Rousseau’s Emile is – as most of Rousseau’s other writings are, too – testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions – passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style of writing. [less ▲]

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