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dc.contributor.authorHorlacher, Rebekka
dc.date.accessioned2023-01-20T04:05:41Z
dc.date.available2023-01-20T04:05:41Z
dc.date.issued2022
dc.date.submitted2023-01-19T14:15:53Z
dc.identifierhttps://library.oapen.org/handle/20.500.12657/60712
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/96169
dc.description.abstractThe first decades after World War II are characterized by an earnest optimism about planning progress and by a fundamental belief in the potential for social and cultural improvement through technical innovation in general and through education in particular. This persuasion manifested itself in the development of tremendous energy sources, numerous technical aids to facilitate daily (house) work, in automation processes of industrial activities and in family planning devices. This attitude did not stop at education, as in the field of learning technologies, where claims were made to make the transfer of knowledge easier and faster, but above all more efficient and secure. These pedagogical innovations were not limited to a nationally framed context, but discussed, exchanged and implemented across national borders even across the Iron Curtain. This worldwide discussion must be seen in its world-political entanglement, since (national) comparisons always imply a certain hierarchy. Against this background, the chapter asks about the “national dimensions” of the various learning technologies and pedagogical innovations, which were per se designed to be globally valid, independent of culture, since they were based on psychological and thus “natural” principles.
dc.languageEnglish
dc.rightsopen access
dc.subject.otherDaniel Tröhler, Nelli Piattoeva, William F. Pinar, World Yearbook of Education, nationalism, comparative education, history of education, philosophy of education, sociology of education, globalization
dc.subject.otherthema EDItEUR::J Society and Social Sciences::JN Education
dc.titleChapter 5 Bringing pedagogy in line
dc.title.alternativeGlobalizing nationally programmed instruction, new math, fi lm and media education
dc.typechapter
oapen.identifier.doi10.4324/9781003137801-8
oapen.relation.isPublishedByfa69b019-f4ee-4979-8d42-c6b6c476b5f0
oapen.relation.isPartOfBookWorld Yearbook of Education 2022
oapen.relation.isbn9780367684921
oapen.relation.isbn9780367684938
oapen.imprintRoutledge
oapen.pages17
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).
peerreview.review.typeProposal
peerreview.anonymitySingle-anonymised
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.review.stagePre-publication
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.titleProposal review


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