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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.
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. "
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.
Die Vorstellung, dass die Jugend heute hedonistisch, gewalttatig
und respektlos und die Kindheit bedurftig und bedroht sei, ist
nicht nur eine Folge von realen Gegebenheiten. Die vorliegende
Studie zeigt, dass Kindheit und Jugend als rekursive Elemente einer
generational organisierten Struktur zu verstehen sind. Durch die
Auswertung von padagogischen, politischen und
literaturwissenschaftlichen Aussagen und von 160 Gemalden uber
Kindheit, Jugend und Generationenbeziehungen in der Deutschen
Schweiz zwischen 1884 und 2000 wurden Veranderungen der
Vorstellungen uber Kindheit und Jugend festgestellt und Theorien
des gesellschaftlichen und oekologischen Wandels gegenubergestellt.
In erster Linie wird danach gefragt, welche Vorstellungen uber
Kindheit, Jugend und Generationenbeziehungen in den
gesellschaftlichen Debatten zu finden sind; wie sich diese
Vorstellungen in Phasen wirtschaftlichen Aufschwungs oder in Phasen
wirtschaftlicher Krisen verandern; wie sich eine Veranderung des
Diskurspersonals auf die Vorstellungen uber Kindheit und Jugend
auswirkt und welche Folgen solche Veranderungen der Vorstellungen
auf die Institutionalisierung von Kindheit, Jugend und
Generationenbeziehungen haben.
Obwohl der Schulausschluss in der Schweiz aus disziplinarischen
Grunden bereits mit Beginn organisierter schulischer Unterweisung
ein Thema war, sind aus bildungsgeschichtlicher Perspektive im
deutschsprachigen Raum zu diesem Phanomen bisher kaum Fakten
bekannt. Weder zur Haufigkeit, noch zu den Ursachen der Ausschlusse
oder zum Profil der Ausgeschlossenen sind bis anhin verlassliche
Daten erhoben worden. Und selbst der Begriff als solches entpuppt
sich bei genauerer Analyse als ausserst diffus. Dieses
Wissensdefizit steht in auffalligem Kontrast zu der immer wieder
geforderten und auch umgesetzten letzten und folgenschwersten
schulischen Sanktion auf abweichendes Verhalten. Diese Studie
leistet einen entscheidenden Beitrag zur Klarung und bietet neben
den erwahnten Kerndaten auch einen Einblick in die Entwicklung der
Gesetzgebung des Schulausschlusses sowie in die verschiedenen
Formen der praktizierten Ausschlusse.
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.
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.
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