Froebel and the Rise of Educational Theory in the United States
Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is...
Ausführliche Beschreibung
Autor*in: |
Sophia Baader, Meika [verfasserIn] |
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Format: |
Artikel |
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Sprache: |
Englisch |
Erschienen: |
2004 |
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Schlagwörter: |
comparative pedagogical historiography German and American histories of education |
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Anmerkung: |
© Kluwer Academic Publishers 2004 |
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Übergeordnetes Werk: |
Enthalten in: Studies in philosophy and education - Kluwer Academic Publishers-Plenum Publishers, 1960, 23(2004), 5-6 vom: 01. Sept., Seite 427-444 |
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Übergeordnetes Werk: |
volume:23 ; year:2004 ; number:5-6 ; day:01 ; month:09 ; pages:427-444 |
Links: |
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DOI / URN: |
10.1007/s11217-004-4453-0 |
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Katalog-ID: |
OLC2033712281 |
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520 | |a Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.” | ||
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650 | 4 | |a public school system | |
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10.1007/s11217-004-4453-0 doi (DE-627)OLC2033712281 (DE-He213)s11217-004-4453-0-p DE-627 ger DE-627 rakwb eng 100 370 VZ 5,1 5,3 ssgn PHILOS DE-12 fid 80.00 bkl Sophia Baader, Meika verfasserin aut Froebel and the Rise of Educational Theory in the United States 2004 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 2004 Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.” comparative pedagogical historiography family Froebel German and American histories of education kindergarten in Germany and the United States making citizens Pestalozzi public and private sphere public school system the revolutionary movements of 1848/49 in Germany Enthalten in Studies in philosophy and education Kluwer Academic Publishers-Plenum Publishers, 1960 23(2004), 5-6 vom: 01. Sept., Seite 427-444 (DE-627)129852902 (DE-600)280763-4 (DE-576)015153576 0039-3746 nnns volume:23 year:2004 number:5-6 day:01 month:09 pages:427-444 https://doi.org/10.1007/s11217-004-4453-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-PHILOS SSG-OLC-PHI GBV_ILN_11 GBV_ILN_70 GBV_ILN_2505 GBV_ILN_4027 GBV_ILN_4112 80.00 VZ AR 23 2004 5-6 01 09 427-444 |
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10.1007/s11217-004-4453-0 doi (DE-627)OLC2033712281 (DE-He213)s11217-004-4453-0-p DE-627 ger DE-627 rakwb eng 100 370 VZ 5,1 5,3 ssgn PHILOS DE-12 fid 80.00 bkl Sophia Baader, Meika verfasserin aut Froebel and the Rise of Educational Theory in the United States 2004 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 2004 Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.” comparative pedagogical historiography family Froebel German and American histories of education kindergarten in Germany and the United States making citizens Pestalozzi public and private sphere public school system the revolutionary movements of 1848/49 in Germany Enthalten in Studies in philosophy and education Kluwer Academic Publishers-Plenum Publishers, 1960 23(2004), 5-6 vom: 01. Sept., Seite 427-444 (DE-627)129852902 (DE-600)280763-4 (DE-576)015153576 0039-3746 nnns volume:23 year:2004 number:5-6 day:01 month:09 pages:427-444 https://doi.org/10.1007/s11217-004-4453-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-PHILOS SSG-OLC-PHI GBV_ILN_11 GBV_ILN_70 GBV_ILN_2505 GBV_ILN_4027 GBV_ILN_4112 80.00 VZ AR 23 2004 5-6 01 09 427-444 |
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ddc 100 ssgn 5,1 fid PHILOS bkl 80.00 misc comparative pedagogical historiography misc family misc Froebel misc German and American histories of education misc kindergarten in Germany and the United States misc making citizens misc Pestalozzi misc public and private sphere misc public school system misc the revolutionary movements of 1848/49 in Germany |
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ddc 100 ssgn 5,1 fid PHILOS bkl 80.00 misc comparative pedagogical historiography misc family misc Froebel misc German and American histories of education misc kindergarten in Germany and the United States misc making citizens misc Pestalozzi misc public and private sphere misc public school system misc the revolutionary movements of 1848/49 in Germany |
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ddc 100 ssgn 5,1 fid PHILOS bkl 80.00 misc comparative pedagogical historiography misc family misc Froebel misc German and American histories of education misc kindergarten in Germany and the United States misc making citizens misc Pestalozzi misc public and private sphere misc public school system misc the revolutionary movements of 1848/49 in Germany |
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Froebel and the Rise of Educational Theory in the United States |
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Froebel and the Rise of Educational Theory in the United States |
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Sophia Baader, Meika |
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Studies in philosophy and education |
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froebel and the rise of educational theory in the united states |
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Froebel and the Rise of Educational Theory in the United States |
abstract |
Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.” © Kluwer Academic Publishers 2004 |
abstractGer |
Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.” © Kluwer Academic Publishers 2004 |
abstract_unstemmed |
Abstract This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.” © Kluwer Academic Publishers 2004 |
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