| Reference : The Technocratic Momentum after 1945, the Development of Teaching Machines, and Sober... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction | |||
| http://hdl.handle.net/10993/9387 | |||
| The Technocratic Momentum after 1945, the Development of Teaching Machines, and Sobering Results | |
| English | |
Tröhler, Daniel  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >] | |
| 2013 | |
| Journal of Educational Media, Memory, and Society | |
| Berghahn | |
| 5 | |
| 2 | |
| 1-19 | |
| Yes | |
| International | |
| 2041-6938 | |
| 2041-6946 | |
| New York | |
| NY | |
| [en] behaviorism ; Burrhus Skinner ; cognition psychology ; Cold War ; Jerome Bruner ; programmed instruction ; Sputnik | |
| [en] This article investigates the development of new teaching ideologies
in the context of the technocratic ideology of the Cold War. These ideologies did not simply vanish after 1989. The catchwords were “programmed instruction” and “teaching machines”, accompanied by the promise that all students would make effi cient learning progress. Although Eastern and Western states fought the Cold War over political ideologies, their teaching ideologies (perhaps surprisingly) converged. This may explain why neither the apparent failure of these educational ideologies nor the end of the Cold War led to the modifi cation of the ideologies themselves, but rather to the modifi cation of devices serving the ideologies. | |
| http://hdl.handle.net/10993/9387 | |
| 10.3167 |
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