Standardisierung nationaler Bildungspolitiken: Die Erschaffung internationaler Experten, Planern und Statistiken in der Frühphase der OECD

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 ▲]

Pestalozzi, die Methode, und das Matthäus-Evangelium

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

Rapport d'expertise sur le bilan de la réforme de l'école fondamentale

Report (2013)

Rousseau's Emile or the fear of passions

in Studies in Philosophy and 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 ▲]

From the Past to the Future: Changing Agendas in Teacher Education between the 19th and the 21st Century

in Encounters on Education (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 ▲]

Del pasado al futuro: Cambio de agendas en la educación docente entre los siglos XIX y XXI

in Encounters on Education (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 ▲]

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.

Book published by Lep Editions (2012)

Die Schule und die Religion der modernen Pädagogik

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

Sämtliche Briefe an Johann Heinrich Pestalozzi - Kritische Ausgabe Band 4: 1814–Juli 1817

Book published by NZZ Libro (2012)

Was ist gute empirische Unterrichtsforschung? Ein Plädoyer für die vergessene reflexive Qualität von Wissenschaft

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