References of "Zeitschrift für Pädagogik"
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See detail„Ich hoffe sehr, sehr stark, dass meine Kinder mal eine normale Schule besuchen können.“ Pädagogische Klassifikationen und ihre Folgen für die (Selbst-)Positionierung von Schüler/innen
Pfahl, Lisa; Powell, Justin J W UL

in Zeitschrift für Pädagogik (2016), 62(Beiheft 62), 58-74

Despite legal commitments to inclusion in education systems, the category learning disability is maintained almost “naturally” and hardly questioned, even by students. Yet, for decades, the purpose and ... [more ▼]

Despite legal commitments to inclusion in education systems, the category learning disability is maintained almost “naturally” and hardly questioned, even by students. Yet, for decades, the purpose and relevance of this and other categories and classifications of “special educational needs” and student disabilities have been fiercely discussed. Controversy is driven by the frequent stigmatization and abasement that follows classification, exacerbated by the persistent segregation practiced in Germany’s school system. This contribution investigates medical-pedagogical classifications that draw symbolic and social boundaries between individual students and groups even as they stabilize disciplinary and professional boundaries between “special” and “regular” education. These processes are investigated on the basis of a self-description given by a school-leaver who considers herself to have a “learning disability”. She positions herself very low in social hierarchies and has grave doubts regarding her life chances, and those of her potential children, as she transitions from schooling to the labor market. This perspective illustrates the biographical consequences of (negative) educational classification and emphasizes the need for a debate on classification practices in inclusive approaches to education reform. [less ▲]

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See detail"Rationale Trennung" oder "Marriage d'Amour"? Zum Verhältnis von Geschichte und Philosophie in der Erziehungswissenschaft
Priem, Karin UL; Fendler, Lynn

in Zeitschrift für Pädagogik (2015), 5

The contribution serves as an example of enabling permeability between philosophy and history within the frame work of educational science. It deals with the epistemological, material, political, and ... [more ▼]

The contribution serves as an example of enabling permeability between philosophy and history within the frame work of educational science. It deals with the epistemological, material, political, and categorical conditions, some of which initiate a separation of historical science from philosophy, whereas others allow, on the one hand, for history to profit from philosophy and, on the other, for philosophy to profit from history. It is shown how much is to be gained by both philosophy and historical science through reciprocal openness within educational science. A greater integration of philosophical thought into education history and vice versa may draw attention to blind spots on both sides, to unchallenged methodological archetypes and seemingly unavoidable mental dispositions, the reflection of which may contribute to an enrichment of educational research. [less ▲]

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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 detailEinleitung: Die Materialität der Erziehung
Priem, Karin UL; König, Gudrun M.; Casale, Rita

in Zeitschrift für Pädagogik (2012), 58(August 2012), 7-13

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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 detailDiagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der Übergangsempfehlung: eine Analyse aus der Perspektive der sozialen Urteilsbildung
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL; Nölle, Ines et al

in Zeitschrift für Pädagogik (2010), 56(Sonderheft), 286-295

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See detailPädagogik und die Formierung nationaler Kulturen
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2006), 52(2), 505-554

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See detailPädagogik und die Formierung nationaler Kulturen. Einführung in den Thementeil
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2006), 52(4), 505-507

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See detailMathis Leibetseder: Die Kavalierstour. Adelige Erziehungsreisen im 17. und 18. Jahrhundert
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2005), 51

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See detailGeschichte und Sprache der Pädagogik
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2005), 51

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See detailLebenslanges Lernen in historischer Perspektive: Drei Beispiele für ein altes Konzept
Oelkers, Jürgen; Casale, Rita; Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2004), 50

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See detailHeinz-Elmar Tenorth (Hrsg.): Klassiker der Pädagogik
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2004), 50

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See detailBijan Adl-Amini: Pestalozzi. Eine Einladung zur Erziehung
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2002), 48

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See detailDer Republikanismus als historische Quelle und politische Theorie des Kommunitarismus
Tröhler, Daniel UL

in Zeitschrift für Pädagogik (2001), 47(1), 45-65

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