In most countries in the world, school education is the business of the state. Even if forms and functions differ, the imparting of elementary knowledge is universally regarded as a public function. Yet this is neither self-evident nor self-explanatory. The degree of involvement of state agencies in the supervision, financing and organization of the school system sometimes varies so much that the usual assumption of a common understanding of 'the state' seems to be an illusion. Making international comparisons and focusing strongly on the historical conditions of the current form of state education, this volume paints a nuanced picture of how the relationship between 'education' and 'state' has been and is conceptualized. Insights into this relationship are gained by considering and analysing both specific processes such as financing and bureaucracy; and conceptual ideas, for example community, authority, and political utopias. The book presents comparative studies and analyses of regional and local conditions, arguing that the history of each country or region is critical to educational success, and the relationship between the education and the state must be reconsidered, both internationally and historically, in order to be of actual conceptual value. Education and the State presents a broad variety of approaches and examples that provide a significant contribution to the understanding of the relationship between education and the state. It will be of key value to academics and researchers in the fields of the history of education, the politics of education, and educational administration.

Although John Dewey's ideas have been of central interest in Anglo-Saxon philosophy and history of education, it is only recently that similar interest has developed in continental Europe. Deweyan philosophy of education has had to pass through national filters, which meant that it was received in national contexts of reform. The German Dewey' was differently construed to the French, Italian, or English Dewey. This seems to change after 1989 (and the fall of socialist education) when interest in Dewey increased. The new political and philosophical interest in Dewey has to do with the lost alternative socialism', and thus with the opening of Eastern Europe and the new problems of education within a worldwide community. This volume stresses two points. The original interest of European education in Dewey will be presented in case studies, concerning different national contexts and thus different Dewey's. What can be called the renewal of interest will be argued from different sides. It is our intention to show that today's interest in Dewey is not the remake of the reception within the different camps of progressive education. This volume will be of interest to philosophers of education, historians of education, and people engaged in the philosophy, history and the reception of Dewey.

In most countries in the world, school education is the business of the state. Even if forms and functions differ, the imparting of elementary knowledge is universally regarded as a public function. Yet this is neither self-evident nor self-explanatory. The degree of involvement of state agencies in the supervision, financing and organization of the school system sometimes varies so much that the usual assumption of a common understanding of the state seems to be an illusion.

Making international comparisons and focusing strongly on the historical conditions of the current form of state education, this volume paints a nuanced picture of how the relationship between education and state has been and is conceptualized. Insights into this relationship are gained by considering and analysing both specific processes such as financing and bureaucracy; and conceptual ideas, for example community, authority, and political utopias. The book presents comparative studies and analyses of regional and local conditions, arguing that the history of each country or region is critical to educational success, and the relationship between the education and the state must be reconsidered, both internationally and historically, in order to be of actual conceptual value."

Education and the State" presents a broad variety of approaches and examples that provide a significant contribution to the understanding of the relationship between education and the state. It will be of key value to academics and researchers in the fields of the history of education, the politics of education, and educational administration. "

Jean-Jacques Rousseau is indisputably a major thinker in education. Jurgen Oelkers' volume offers the most coherent account of Rousseau's educational thought. This work is divided into: Intellectual biography; Critical exposition of Rousseau's work; The reception and influence of Rousseau's; and, The relevance of the work today.This is a major international reference series providing comprehensive accounts of the work of seminal educational thinkers from a variety of periods, disciplines and traditions. It is the most ambitious and prestigious such project ever published - a definitive resource for at least a generation. The thinkers include: Aquinas, Aristotle, Bourdieu, Bruner, Dewey, Foucault, Freire, Holt, Kant, Locke, Montessori, Neill, Newman, Owen, Peters, Piaget, Plato, Rousseau, Steiner, Vygotsky, West and Wollstonecraft.

Ratgeber, die mit Tipps und Tricks bei Erziehungsfragen aufwarten, sind gerade bei Eltern sehr beliebt und werden in hohen Stuckzahlen verkauft. Sie transportieren als Medium padagogisches Wissen von Autorinnen und Autoren an eine vielfaltige Leserschaft. Welchen Gewinn aber die Ratgeber der Leserschaft bringen, wurde bislang nicht erhoben. Diese Studie geht den Fragen nach, wer die Leserschaft von padagogischen Ratgebern in Buchform ist, wozu sie diese kaufen, welchen Gewinn sie aus dem padagogischen Wissen der Ratgeber ziehen und welchen Einfluss dieses auf das Handeln im erzieherischen Feld der Eltern hat. Ausgewertet wurden insgesamt 26 Interviews mit Muttern bzw. einem Vater, die Kaufer von Ratgebern in Buchhandlungen waren. Ausfindig gemacht wurden die Probanden anhand eines Fragebogens, der in Buchhandlungen im Raum Bern, Biel und Thun verteilt wurde. Die Analyse der Fragebogen und Interviews gibt Antworten auf die relevanten Fragen. Weiter befasst sich die Studie mit den Inhalten von Ratgebern fruherer Jahrhunderte. Dabei wird die Beziehung zwischen Veranderungen der padagogischen Verhaltnisse in Familien und dem padagogischen Wissen der Ratgeber fruherer Zeiten sichtbar und in Form eines UEberblicks dargestellt.

Wie andere Fachsprachen ist auch die Sprache der Padagogik auf Metaphern angewiesen, um Lehr- und Lernprozesse sowie Erziehungskonzepte in Worte zu fassen. Ob von "Lernwegen", der "Entfaltung der Lernenden" oder der "Weitergabe von Lernstoff" die Rede ist - stets basiert das Denken und Sprechen uber padagogische Vorgange auf metaphorischen Konzepten. Gestutzt auf die kognitive Metapherntheorie gibt diese Arbeit im ersten Teil einen UEberblick uber die wichtigsten grundsatzlichen metaphorischen Konzepte, die der Sprache der Padagogik zugrunde liegen, und arbeitet typische argumentative Funktionen von Metaphern in padagogischen Diskursen heraus. Im zweiten Teil werden zeit- und kulturspezifische metaphorische Konzepte und Argumentationen in den Texten von Comenius bis zur Gegenwart vorgestellt.

Wann koennen Schulen als erfolgreich gelten? Wenn die Schuler/innen maximale Schulleistungen erzielen? Oder wenn sie Fahigkeiten und Haltungen erwerben, die langfristig die Grundlage fur eine individuell befriedigende und sozial konstruktive Existenz darstellen? Naturlich ist die Frage so nicht richtig gestellt, handelt es sich doch nicht um sich ausschliessende Optionen, sondern um sich erganzende wunschenswerte Wirkungen. Wahrend jedoch fur die Erfassung von Schulleistungen in den letzten Jahren verlassliche Instrumente entwickelt worden sind, stehen solche im Bereich uberfachlicher Kompetenzen noch kaum zur Verfugung. Hier setzt die vorliegende, im Auftrag der Eidgenoessischen Jugend- und Rekrutenbefragungen "ch-x" durchgefuhrte Studie an: Deren Ziel ist die theoretische Grundlegung und die angemessene Operationalisierung von Kompetenzen, die gelingende Lebensbewaltigung in komplexen pluralistischen Gesellschaften versprechen. Ausgehend von einer inhaltsanalytischen Auswertung der Leitbilder der kantonalen Volksschullehrplane der Schweiz werden die dort eruierten Kompetenzdimensionen einer Operationalisierung zugefuhrt. Das im Zuge zweier Pretests optimierte Indikatorensystem wird ausfuhrlich dokumentiert. Es lasst sich im Hinblick auf umfassende Qualitatssicherung im Bildungsbereich nutzen.

Nowadays, lay teachers predominate in Catholic schools throughout the English-speaking world. Yet, for over a century the Catholic teaching force was heavily influenced by the presence of the religious orders. The turning point was the mid 1960s and the opening up of the Catholic Church to the modern world as a result of the Second Vatican Council (1962-65). This opening up resulted in large numbers leaving the orders, a major drop off in new recruits and a consequent need to employ ever-greater numbers of lay teachers. This book is concerned with the period 1922-65. The focus is on the situation prevailing in the United States, England and Wales, Ireland, Australia and New Zealand from 1922 to 1965, whereby Catholic schools were used to maximise the possibility of recruiting new members to the religious orders and to minimise temptation to leave the religious life amongst those who had already joined. Four major practices are examined in this regard. First, Catholic schools deliberately set out to encourage pupils to join the ranks of the religious. Secondly, they replicated within the schools the authoritarianism of the religious life. Thirdly, they worked continuously to marginalize lay teachers from decision-making. Finally, they were ever vigilant in their opposition to co-education and sex education. The contribution of the religious orders to Catholic education is recognised in the final section of the book. However, consideration is also given to the darker side of what sometimes took place, namely, the child abuse, both physical and sexual, in which members of various religious teaching orders engaged. Finally, the book closes with a brief consideration of changes in Catholiceducation with the demise in the presence of the religious orders in the schools. In particular, it focuses on the new role of the lay teachers and the changes in the Church's attitude towards them.

Public education has received increasing criticism since the beginning of the nineties. Four major areas of concern can be discerned: the technical backwardness of the schools, the disappearance of political legitimization, financial limitations and the conservative school development. Worldwide, educational systems are being reorganized and developed beyond the traditional forms. These efforts are accompanied by increasingly complicated and complex research which assumes an international form. The international symposium "Futures of Education, which took place in Zurich from 28th to 30th March 2000, was dedicated to these questions. The lectures held at the symposium were concerned with the relationship between research and development and above all, encouraged discussion and brought new ideas into play.