These are raw data from our experiments as well as detailed statistical analysis

A Vallet di Viriville

AH Niemeyer

AO Lovejoy

BL Whorf

D Tröhler

DS Friedrich

E Gomez Caride

E Roldán Vera

E Sapir

F Acosta

F Osterwalder

FHC Schwarz

FVN Painter

G Compayré

HE Tenorth

HI Smith

I Hacking

J Overhoff

JC Claxton

JF Cramer

JGA Pocock

JL Austin

JL Ludwig

K Schmidt

KG Raumer von

NM Seel

O Gréard

P Valero

Philobiblius [Brockett LP]

Q Skinner

R Dancy

R Horlacher

RH Quick

S Cohen

T Ballien

TS Popkewitz

W Zhao

History of education was initially and for a long time predominantly written as the history of ideas, developed for teacher education. The early scholars in this field were, as a rule, German theologians and/or philosophers interested in the origin and historical manifestations of eternal (educational) ideas. These ideas were characterized as describing the idea of (morally) the good, most often combined with the idea of the true and connected to the idea of the beautiful. Through the nineteenth century, these histories took different nationalist configurations, first of all in France, then also in England, and the United States, aiming to convince future teachers that the true heroes of these eternal ideas for the good, for the true, and occasionally for the beautiful in postclassical antiquity in fact shared their nationality. It was the consequences of the linguistic turn that challenged this idealism by contextualizing the early ideas of the heroes of education rather than recognizing in them the incarnation of eternal ideas. The research interest focused more and more on discourses or langues of education, styles of thought, and epistemologies and, with this, on questions of power as both restricting and enabling conditions of knowledge production. Ideas in context became a research program that is open to academic history and to philosophy and is thus capable of emancipating the genre from its traditionally assigned role as agent of dominant ideas and preferences and guiding it instead to its analytic potential

Tröhler, Daniel

Horlacher, Rebekka

ZORA

English

Histories of ideas and ideas in context

Redzic, Z (via Mendeley Data)

Electronic Archiving System

Data for: Effects of erythropoietin on astrocytes and brain endothelial cells in primary culture during anoxia depend on simultaneous signaling by other cytokines and on duration of anoxia

Crossref

Histories of Ideas and Ideas in Context

History of education was initially and for a long time predominantly written as the history of ideas, developed for teacher education. The early scholars in this field were, as a rule, German theologians and/or philosophers interested in the origin and historical manifestations of eternal (educational) ideas. These ideas were characterized as describing the idea of (morally) the good, most often combined with the idea of the true and connected to the idea of the beautiful. Through the nineteenth century, these histories took different nationalist configurations, first of all in France, then also in England, and the United States, aiming to convince future teachers that the true heroes of these eternal ideas for the good, for the true, and occasionally for the beautiful in postclassical antiquity in fact shared their nationality. It was the consequences of the linguistic turn that challenged this idealism by contextualizing the early ideas of the heroes of education rather than recognizing in them the incarnation of eternal ideas. The research interest focused more and more on discourses or langues of education, styles of thought, and epistemologies and, with this, on questions of power as both restricting and enabling conditions of knowledge production. Ideas in context became a research program that is open to academic history and to philosophy and is thus capable of emancipating the genre from its traditionally assigned role as agent of dominant ideas and preferences and guiding it instead to its analytic potential.

Ein Zugang zum gesamten Handbuch ist innerhalb des Netzwerks der PH Zürich mit diesem Link möglich.+repphzhbib2019

Pädagogische Hochschule Zürich

Redzic, Z

NARCIS 

https://www.zora.uzh.ch/id/eprint/182537/1/Trohler_Horlacher_Histories-of-Ideas.pdf

Data for: Effects of erythropoietin on astrocytes and brain endothelial cells in primary culture during anoxia depend on simultaneous signaling by other cytokines and on duration of anoxia

Abstract

Similar works

Full text

Available Versions

ZORA

Electronic Archiving System

Crossref

Pädagogische Hochschule Zürich

NARCIS