Over the past two hundred years German education policy and
practice has attracted interest in England. Policy makers have used
the 'German example' both to encourage change and development and
to warn against certain courses of action. This monograph provides
the first major analysis of the rich material from government
reports (including work by Matthew Arnold), the press, travel
accounts, memoirs, scholarly publications and the archives to
uncover the nature of the English fascination with education in
Germany, from 1800 to the end of the twentieth century. David
Phillips traces this story and uses recent work in theories of
educational policy 'borrowing' to analyze the reception of the
German experience and its impact on the development of English
education policy.
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