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Tröhler, Daniel UL

in Peters, Michael (Ed.) Encyclopedia of Educational Philosophy and Theory (2016)

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See detailPestalozzi et le monde francophone, une relation difficile
Tröhler, Daniel UL

in Revue Germanique Internationale (2016), 23

Voici qui doit être pris, au fond, pour un grand paradoxe de l’histoire de l’éducation: Johann Heinrich Pestalozzi (1746‑1827) est un pédagogue unanimement acclamé ; il a été fait citoyen d’honneur de la ... [more ▼]

Voici qui doit être pris, au fond, pour un grand paradoxe de l’histoire de l’éducation: Johann Heinrich Pestalozzi (1746‑1827) est un pédagogue unanimement acclamé ; il a été fait citoyen d’honneur de la République française en 1792, a dirigé pendant plus de vingt ans, en Suisse romande, l’un des instituts d’éducation les plus célèbres, et son héritage dans le monde francophone, principalement en France, est pourtant marginal. Comment l’expliquer ? La présente contribution tente d’éclairer ce paradoxe et de le présenter, non pas simplement comme un problème, mais bien comme une chance pour la recherche. [less ▲]

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See detailThe Paradox of Being a Teacher: Institutionalized Relevance and Organized Mistrust
Tröhler, Daniel UL

in Siljander, Pauli; Kontio, Kimmo; Pikkarainen, Eetu (Eds.) Schools in transition. Linking past, present, and future in educational practice (2016)

In the article "The Paradox of Being a Teacher: Institutionalized Relevance and Organized MistrustW Daniel Tröhler describes the paradoxical nature of the teaching profession which arises out of the ... [more ▼]

In the article "The Paradox of Being a Teacher: Institutionalized Relevance and Organized MistrustW Daniel Tröhler describes the paradoxical nature of the teaching profession which arises out of the mismatch between the excessive expectations imposed on teachers and, at the same time, the constant mistrust shown to them for fulfilling these expectations. The paradox is related to the cultural shift of the educationalization of the Western world – that not only are a wide variety of social, economic and moral problems defined as educational problems but, in addition, education itself is placed at the core of the historical process and expected to fulfil future ideals. According to Tröhler, educationalization was reinforced by the tradition of modern educational thinking and especially by certain inherent fundamental religious motives. The author defends this thesis with the help of two, at first sight very divergent, figures in the history of education: Johan Heinrich Pestalozzi and Burrhus F. Skinner. Common to these thinkers is, according to Tröhler, their argument which is constitutive of the cultural shift of educationalization but, also, their shared view that in order to save the younger generation from the corrupting forces of external society, certain ideal conditions for making the natural development of the children possible are needed. Tröhler underlines the religious motives behind this idea. The task of education is to take care of the salvation of the younger generation, to protect the “God’s creation” against the world of artificial moral corruption. The educator’s task is, then, to be God’s deputy, substitute and imitator, to secure the existence of this moral order. This religious background helps us, according to Tröhler, to understand those enormous expectations that schools and teachers meet even in secular contemporary societies. This raises the question: should one reject expectations, which no one can fulfill. [less ▲]

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See detailDie Schüler im Vexierbild oder: Kinder, Bürger und curriculare Ordnungen
Tröhler, Daniel UL

in Götz, Margarete; Vogt, Michaela (Eds.) Schulwissen für und über Kinder (2016)

Curricula als Inbegriff der institutionalisierten Organisation von Schulung sind insofern keine Antithesen zu Kindheit, als sie genuines Wissen über Kinder enthalten, Wissen über Kinder, die auf ... [more ▼]

Curricula als Inbegriff der institutionalisierten Organisation von Schulung sind insofern keine Antithesen zu Kindheit, als sie genuines Wissen über Kinder enthalten, Wissen über Kinder, die auf verschiede Bildungskarrieren mit ihren Selektionsregimes angesetzt sind, denen man verschiedene Lehrpläne und Lehrmittel zumutet und die dereinst Rollen als Bürgerinnen und Bürger einnehmen werden. Dieses Wissen ist nicht auf den ersten Blick ersichtlich, sondern – wie im Vexierbild – versteckt, aber einmal entdeckt, mindestens so plausibel wir die schnell sichtbaren Schulgesetze, Lehrpläne oder Lehrmittel oder das Wissen, dass Lehrpläne und Lehrmittel enthalten. [less ▲]

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See detailPestalozzi et notre monde moderne
Tröhler, Daniel UL

Book published by Centre de documentation et de recherche Pestalozzi (2016)

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See detailDie bildungsgeschichtliche Relevanz der Stapfer-Enquête
Tröhler, Daniel UL

in Tröhler, Daniel (Ed.) Volksschule um 1800. Band 2: Neue Studien im Umfeld der Helvetischen Stapfer-Enquête von 1799 (2016)

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See detailVolksschule um 1800. Band 2: Neue Studien im Umfeld der Helvetischen Stapfer-Enquête von 1799
Tröhler, Daniel UL

Book published by Klinhardt (2016)

Dieser zweite Sammelband im Rahmen der Reihe „Studien zur Stapfer-Schulenquête von 1799“ beinhaltet vierzehn originäre Beiträge zu der 1799 durch den Helvetischen Bildungsminister Philipp Albert Stapfer ... [more ▼]

Dieser zweite Sammelband im Rahmen der Reihe „Studien zur Stapfer-Schulenquête von 1799“ beinhaltet vierzehn originäre Beiträge zu der 1799 durch den Helvetischen Bildungsminister Philipp Albert Stapfer initiierten großangelegten Schulumfrage. Gegenüber den Beiträgen im ersten Sammelband konnten diese hier versammelten Studien auf die komplette Edition der rund 2400 überlieferten Antwortbögen der Stapfer-Enquête zurückgreifen (www.stapferenquete.ch). Der nun vollständig mögliche Zugriff auf die Daten hat dementsprechend umfassendere Forschungsresultate zur Folge und erlaubt repräsentativere Tiefenbohrungen. Noch deutlicher als beim ersten Band vermögen diese Beiträge ein gegenüber der traditionellen Schulgeschichte wesentlich differenzierteres, in vielen Fällen auch korrigiertes Bild der Volksschule um 1800 zeichnen. [less ▲]

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See detailDie Pädagogisierung des Kalten Krieges. Militärische Interessen an Schulreformen nach Sputnik
Tröhler, Daniel UL

in Boser, Lukas; Buhler, Patrick; Hofmann, Michèle (Eds.) et al Pulverdampf und Kreidestaub. Beiträge zum Verhältnis zwischen Militär und Schule in der Schweiz im 19. und 20. Jahrhundert (2016)

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See detailSputnik, die Pädagogisierung des Kalten Krieges und PISA
Tröhler, Daniel UL

in Zierer, Klaus; Kahlert, Joachim; Brchardt, Matthias (Eds.) Die pädagogische Mitte. Plädoyers für Vernunft und Augenmaß in der Bildung (2016)

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See detailCurriculum History in Europe: A Historiographic Added Value
Tröhler, Daniel UL

in Nordic Journal of Educational History (2016), 3(1), 3-24

This article advocates for a particular understanding of curriculum history that enables educational research to emancipate itself from national idiosyncrasies. It suggests focusing, in the frame of a ... [more ▼]

This article advocates for a particular understanding of curriculum history that enables educational research to emancipate itself from national idiosyncrasies. It suggests focusing, in the frame of a cultural history, on the interrelation between the constitutions, which define the ideal social order and the envisaged ideal citizens, and the curriculum, which provides “educational opportunities” – that is, pre-organised or preconfigured pathways of educational careers. The article thereby stresses that the fundamental notions of this research program – nation, society, and citizen – need to be handled as floating signifiers that are materialised differently in the various individual nation-states. The article argues that against this background, a European education history that respects national or cultural distinctions without getting trapped by national idiosyncrasies is possible. [less ▲]

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See detailPestalozzi et le "tournant pédagogique". Traduit et adapté de l’anglais par Marianne Enckell et Danièle Tosato-Rigo
Tröhler, Daniel UL

Book published by Antipodes (2016)

Pendant plus d’un siècle et demi, Johann Heinrich Pestalozzi a été tenu pour le père fondateur de l’école moderne. Si cette conception n’est plus celle qui prévaut aujourd’hui, elle reste néanmoins ... [more ▼]

Pendant plus d’un siècle et demi, Johann Heinrich Pestalozzi a été tenu pour le père fondateur de l’école moderne. Si cette conception n’est plus celle qui prévaut aujourd’hui, elle reste néanmoins inscrite dans la mémoire collective. Pestalozzi y partage la place avec un autre précurseur venu de Suisse, Jean-Jacques Rousseau, dont l’Émile aurait fait l’initiateur d’une révolution dans la pensée pédagogique, l’orientant résolument vers l’enfant et les besoins de ce dernier. Pestalozzi aurait pour sa part traduit cette révolution en normes de l’éducation moderne et l’aurait diffusée dans toute l’Europe. Or, comme les recherches récentes l’ont démontré, pas plus qu’il n’a fondé l’école moderne, Pestalozzi n’a été l’initiateur de ce processus de transformation culturelle qui a "pédagogisé" le monde. On peut en revanche le considérer comme un intensificateur, un catalyseur de ce phénomène à son époque. Résultat d’une série de conditions contextuelles – des événements économiques, politiques et idéologiques dramatiques, comme la révolution américaine et la Révolution française – et de caractéristiques personnelles, le pédagogue est devenu, comme cherche à le montrer cette biographie intellectuelle, le porte-étendard indiscutable de cette transformation, qui consolida ses hypothèses. Pestalozzi est indubitablement la figure clef de ce bouleversement culturel, dont le parcours est retracé dans cet ouvrage. [less ▲]

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See detailSchulfächer und Lehrpläne der Schweizer Volksschule um 1800
Tröhler, Daniel UL

in Tröhler, Daniel (Ed.) Volksschule um 1800. Band 2: Neue Studien im Umfeld der Helvetischen Stapfer-Enquête von 1799 Verlag Julius (2016)

In diesem Beitrag geht es darum, die 1799 in der Schweiz unterrichteten Lehrpläne zu identifizieren und sie in ihrem Kontext zu analysieren. Die Analyse folgt insofern den übergeordneten ... [more ▼]

In diesem Beitrag geht es darum, die 1799 in der Schweiz unterrichteten Lehrpläne zu identifizieren und sie in ihrem Kontext zu analysieren. Die Analyse folgt insofern den übergeordneten historiographischen Leitlinien des Stapfer-Projektes, als sie sich von der traditionellen Schulgeschichtsschreibung distanziert, die zu gerne zwischen gut und schlecht kategorisiert und die zu oft Insuffizienzen aller Art feststellt, vor allem wenn es um die Schule am Ende der Frühen Neuzeit geht (siehe Einleitung zu diesem Band). Allerdings ist auch Vorsicht geboten, gewissermaßen ins Gegenteil zu verfallen und zu vermuten, die Schule um 1800 sei derart lokal variant, dass generalisierendere Aussagen kaum zu machen seien. Die in diesem Beitrag vertretene These lautet deshalb, dass die Schweizer Schullandschaft zwar weit weg von den immer wieder gemachten Aussagen ist, die Schule sei generell schlecht, in ländlichen Gegenden und in katholischen Kantonen aber besonders schlecht gewesen. Es kann aber auch nicht angenommen werden, dass keine bestimmten kulturellen Muster erkennbar sind, welche sich nicht nur voneinander unterscheiden, sondern die auffallend kontinuitätsstiftend waren und den Aufbau der Schule nach 1830 erst ermöglichten, auf die sich die traditionelle Schweizer Schulgeschichtsschreibung so gerne beschränkt. [less ▲]

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See detailCurriculum history or the educational construction of Europe in the long nineteenth century
Tröhler, Daniel UL

in European Educational Research Journal (2016), 15(3), 279-297

Although it is generally acknowledged that the building of mass schooling systems must be considered in close relation to the emerging nation-states of the long 19th century, few published studies discuss ... [more ▼]

Although it is generally acknowledged that the building of mass schooling systems must be considered in close relation to the emerging nation-states of the long 19th century, few published studies discuss the interrelation between the actual foundation of the (nation-) states and the introduction of the modern school. This article examines the role that constitutions play in the construction of national citizens as an expression of a particular cultural understanding of a political entity, and then discusses European examples, indicating how the particular constitutional construction of the citizens of European countries almost immediately triggered the need to create new school laws designed to organize the actual implementation of the constitutionally created citizens. The focus is on the specific need to ‘make’ loyal citizens by creating the symbiosis between the nation and the constitutional state and by emphasizing the cultural differences between the individual nation-states and their overall curricula. The article concludes with a formulation of research desiderata which envision a transnational curriculum history that is emancipated from both national and global research agendas, enabling a European education history that respects cultural distinctions rather than levelling them into one grand narrative [less ▲]

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See detailEducationalization of Social Problems and the Educationalization of the Modern World
Tröhler, Daniel UL

in Peters, Michael (Ed.) Encyclopedia of Educational Philosophy and Theory (2016)

The catchword ‘educationalization,’ which enjoyed some popularity around 1920, has been used increasingly since the 1980s, first in the German and then in the Belgian and English discussions. Although the ... [more ▼]

The catchword ‘educationalization,’ which enjoyed some popularity around 1920, has been used increasingly since the 1980s, first in the German and then in the Belgian and English discussions. Although the uses of and intentions behind the term are far from identical, they all express a perceived intersection between distinct social practices, one of which is education. As a rule, this intersection is interpreted as assigning education the task of coping with perceived social problems. Accordingly, the most popular expression of this mode of thought has been labeled, in an abstracting way, the educationalization of social problems. This entry builds on that but suggests a more comprehensive view, less reactive in character, by claiming that since the 18th century, the construction of modernity, progress, and open future depends on an idea of education that promises to be the engine of modernity by means of (new) and broadly disseminated knowledge and technologies and, at the same time, an instance of moral reassurance empowering the individual exposed to these modern conditions and their moral hazards to act morally or virtuously. Educationalization of the modern world, in this more comprehensive way, is a key concept for understanding and deciphering the grand narratives of modernity and the modern self. [less ▲]

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See detailThe medicalization of current educational research and its effects on education policy and school reforms
Tröhler, Daniel UL

in Discourse: Studies in the Cultural Politics of Education (2015), 36(5), 749-764

This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a ... [more ▼]

This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a result, both educational institutions and educational research grew, and educational policy resulted from negotiations between professionals, researchers, and policy makers. The paper argues that specific experiences in the Second World War triggered a fundamental shift in the social and cultural role of academia, leading up to a technocratic culture characterized by confidence in experts rather than in practicing professionals (i.e., teachers and administrators). In this technocratic shift, first a technological system of reasoning emerged, and it was then replaced by a medical “paradigm.” The new paradigm led to a medicalization of social research, in which a particular organistic understanding of the social reality is taken for granted and research is conducted under the mostly undiscussed premises of this particular understanding. The result is that despite the increased importance of research in general, this expertocratic and medical shift of social research led to a massive reduction in reform opportunities by depriving the reform stakeholders of a broad range of education research, professional experience, common sense, and political deliberation. [less ▲]

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See detailBildungspolitischer Frühling
Tröhler, Daniel UL

Article for general public (2015)

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See detailJohann Heinrich Pestalozzi: Léonard et Gertrude. Un livre pour le peuple Troisième et quatrième parties
Tröhler, Daniel UL; Soëtard, Michel

Book published by Lep (2015)

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See detailIntroduction Daniel Tröhler: Léonard et Gertrude , 3 e et 4 e parties, 1785 et 1787, Pestalozzi
Tröhler, Daniel UL

in Tröhler, Daniel; Soëtard, Michel (Eds.) Johann Heinrich Pestalozzi. Léonard et Gertrude Un livre pour le peuple Troisième et quatrième parties (2015)

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See detailLas personas, los ciudadanos, las naciones. La organisación de la escuela moderna en Europa Occiedental en el siglo xix: los casos de Luxemburgo y Zúrich
Tröhler, Daniel UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trayectorias del desarrollo de los sistemas educativos modernos. Entre lo nacional y lo global (2015)

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