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The Quest for Modern Vocational Education
Vocational education that includes both in-company training and schooling is a highly successful educational model - in fact, it has come to be considered the most effective kind of youth education to date. The development of this so-called Dual System is often attributed to Georg Kerschensteiner (1854-1932). In this book Kerschensteiner's work is presented in the context of modernization processes in Germany at the beginning of the 20th century, when the urgent need was felt to balance general education and vocational needs. The corresponding discourse was influenced by modern thinkers like Dewey, Weber and Simmel. This book thus offers new insights into the reform of vocational education and into educational thinking more in general.
Teaching As A Reflective Practice
This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teac...
Educational Studies in Europe
Presents the results of increasing cooperation between the education departments of Berlin, Amsterdam, and London universities, examining the cultural and socio-political differences of the educational sciences and looking at the educational consequences of both globalizing and pluralist developments in European countries. Discusses educational developments in contemporary society, education organization and policy, intercultural and integration pedagogics, and education for young children as well as higher education. Annotation copyrighted by Book News, Inc., Portland, OR
Grace, Talent, and Merit
Poor students experienced a kind of upward mobility that was not uncommon in old-regime Europe. They were also objects of controversy. and as such they reveal the many dimensions of the issue of opening careers to talent. At stake were socially and politically sensitive questions about the relative importance of nature and nurture, of natural talent and 'birth', in realizing human potential; about the proper reconciliation of collective imperatives and individual freedom, of hierarchical stability and progress; about how national systems of education should be structured; about the kind and degree of upward mobility the society and the culture needed and could tolerate. This 1988 book shows how a cluster of familiar eighteenth-century ideas about grace, talent, and merit shaped a formative social experience for men whose importance is still celebrated today, as well as for members of the educated elite who were and have remained obscure.
Critical Approaches in Nursing Theory and Nursing Research
This comprehensive collection offers a unique look at nursing practice, theory, research and nursing history from various critical theoretical perspectives. It aims to initiate an international discussion among scholars from diverse countries, particularly Germany and Anglo-American countries, coming from distinctive schools of thought, e.g. German Critical theory and Post-structural approaches, and influenced by their respective histories of sciences. This book analyzes and criticizes nursing theory, nursing research and practice along several dimensions: Nursing Ethics, Subjectivity, Body and Flesh (Leib), Technology, Power, History, and Education.
Germany and Vocational Education in Republican China
This book offers a new perspective on the transnational dimensions of China’s educational and economic history by focusing on Sino-German interactions in the field of vocational education. It explores how Chinese perceptions of manual work, vocational skills, and educational practices changed dramatically throughout the first half of the twentieth century as Chinese educators increased their efforts to study and translate German pedagogical writings. Case studies researched in this book illustrate how a Chinese appreciation for German technological and scientific advances and German interests in profiting from a growing Chinese economy are not just recent phenomena but have their roots in the early twentieth century.
The School of Days
The School of Days establishes Heinrich von Kleist as a strong voice within the pedagogical debates of his times. Through detailed analyses of works by Rousseau, Jean Paul Richter, Kant, and others, it traces Kleist's response to influential pedagogical theories of the mid-eighteenth and early nineteenth centuries. Nancy Nobile examines the relationship of theory and practice in education to illuminate the novelistic impulse, and thus the role of fiction, in pedagogical endeavors. Nobile demonstrates how Kleist's texts reveal the irrationality and antagonism often inherent in the ostensibly rational act of shaping human beings. She explores the dynamics of trauma in Kleist's depictions of ed...
Non-affirmative Theory of Education and Bildung
Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered view of education, discerning thought on knowledge and values are critical objectives of education. To promote these aims, education practice must recognize but not affirm existing conditions or future ideals but instead pedagogically summon the student to self-directed critical treatment of the contents. Drawing on contemporary developments of modern education theory, especially as developed by Dietrich Benner in Berlin, the volume highlight h...
Theorizing Teaching and Learning in Asia and Europe
There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field o...
Knowledge and the Study of Education
In the English-speaking world, university Schools of Education are usually heavily involved in the professional preparation of teachers. Yet, in England and the USA in particular, the role of universities in teacher education has increasingly seemed under threat as alternative providers of training have come on the scene, often with the overt encouragement of governments. This book, which is based on a project that explored how the study of Education is configured in different countries, makes visible the different knowledge traditions that inform university teaching and research in Education around the world. The extent to which these are related to the training of teachers is shown to vary...
