References of "Tröhler, Daniel 50003224"
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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 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 Éducation et Sociétés: Revue Internationale de Sociologie de l'Éducation (2013)

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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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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 detailPädagogik als Wissenschaft oder Probleme der Erforschung normativer Praktiken
Tröhler, Daniel UL

in Fuchs, Thorsten; Jehle, May; Krause, Sabine (Eds.) Normativität und Normative (in) der Pädagogik (2013)

Die Transformation von „Wert und Norm“ in „Theorie und Praxis“ ist zwar populär, erfüllt aber, so die These dieses Artikels, nicht den wissenschaftli-chen Anspruch, Praktiken – das können auch diskursive ... [more ▼]

Die Transformation von „Wert und Norm“ in „Theorie und Praxis“ ist zwar populär, erfüllt aber, so die These dieses Artikels, nicht den wissenschaftli-chen Anspruch, Praktiken – das können auch diskursive Praktiken sein – in ihren Normativitäten zu beschreiben und dazu Theorien zu formulieren, son-dern stellt sich in den Dienst dominanter Wertvorstellungen, statt diese mit Distanz zu reflektieren. Die Pädagogik als Wissenschaft stellte sich überwiegend in den Dienst der Werte, d.h. des vermeintlich Guten, und entwickelte dadurch Normvorstellungen. Diese sind oft diffus und schwer umzusetzen, sicher aber nicht empirisch abgesichert, und sie lassen die tatsächlich beobachtbaren und gemessenen Normen als stets defizitär erscheinen. Eine Kulturgeschichte des Berufsstands der Lehrer könnte über die Auswirkungen dieses Wissenschafts-verzichts – d.h. keine Distanz zu den Werten aufzubringen und sich fraglos in deren Dienst zu stellen – der Erziehungswissenschaft eindrücklich Auskunft geben. [less ▲]

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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 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 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 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 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 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 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 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 detailFrom the Past to the Future: Changing Agendas in Teacher Education between the 19th and the 21st Century
Rohstock, Anne UL; Tröhler, Daniel UL

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 ▲]

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

Book published by Octaedro (2012)

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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 (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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