The Discourse of German Geisteswissenschaftliche Pädagogik - A Contextual Reconstruction

Reference : The Discourse of German Geisteswissenschaftliche Pädagogik - A Contextual Reconstruction


	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/4127

Title :	The Discourse of German Geisteswissenschaftliche Pädagogik - A Contextual Reconstruction
Language :	English
Author, co-author :	Tröhler, Daniel [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Publication date :	2003
Journal title :	Paedagogica Historica
Publisher :	Routledge
Volume :	XXXIX
Issue/season :	6
Pages :	759-778
Peer reviewed :	Yes (verified by ORBi^lu)
Audience :	International
ISSN :	0030-9230
Keywords :	[en] Geisteswissenschaftliche Pädagogik ; Bildung ; German Geist
Abstract :	[en] The framework of German educational discourse of the twentieth century is so-called geisteswissenschaftliche Pädagogik, or education as one of the humanities or arts rather than as a science. It triumphed around 1925 in the second half of the Weimar Republic. This article outlines in three steps the core elements of this educational discourse.
Target :	Researchers ; Students
Permalink :	http://hdl.handle.net/10993/4127

File(s) associated to this reference

Fulltext file(s):

	File	Commentary	Version	Size	Access
Open access	Tröhler_The discourse of German Geisteswissenschaftliche Pädagogik – A contextual reconstruction.pdf		Publisher postprint	111.74 kB	View/Open

All documents in ORBi^lu are protected by a user license.