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Hofstetter, Rita; Schneuwly, Bernard – Paedagogica Historica: International Journal of the History of Education, 2009
The debate on knowledge in New Education is generally dominated by two opposed Anglo-Saxon positions held by Dewey and Thorndike. This paper presents another line of division. Claparede and Vygotsky, two representative European figures of New Education are both scientists constructing a theory of psychological functioning, and heavily engaged in…
Descriptors: Educational Change, Knowledge Base for Teaching, Educational Philosophy, Teacher Education
Schneuwly, Bernard; Vollmer, Helmut Johannes – European Educational Research Journal, 2018
In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1)…
Descriptors: Educational Philosophy, Outcomes of Education, Models, Educational History
Hofstetter, Rita; Schneuwly, Bernard – Paedagogica Historica: International Journal of the History of Education, 2009
In the first decades of the twentieth century, it was the turn of the reformist movements themselves to become institutionalised to make their voices better heard, to test their theories, to promote their pedagogic doctrines: through editorial vehicles, social and scientific events, associative networks and movements. Beyond this diversity there…
Descriptors: Educational Practices, Educational Change, Historians, Progressive Education