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Trohler, Daniel – Studies in Philosophy and Education, 2012
Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau's "Emile" is--as most of Rousseau's other writings are, too--testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with…
Descriptors: Educational Philosophy, Intellectual History, Romanticism, Affective Behavior
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Trohler, Daniel – Studies in Philosophy and Education, 2010
The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the late 1950s, heading to a harmonious world. The more specific thesis is that a series of failures in the achievement of this harmonized globe led to…
Descriptors: Educational Research, War, Governance, Evaluation Methods
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Trohler, Daniel – Studies in Philosophy and Education, 2004
History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is…
Descriptors: Foreign Countries, Historiography, Educational History, Teacher Education
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Trohler, Daniel – Studies in Philosophy and Education, 2000
Examines often unrecognized religious assumptions implicit in John Dewey's social philosophy that affected his definition of democracy and influenced his idea of education. Asserts that without an awareness of these religious assumptions, neither Dewey's social philosophy nor his educational theory can be properly understood.(PGS)
Descriptors: Comparative Education, Educational Principles, Progressive Education, Religious Factors