Paedagogica Historica

Paedagogica Historica

Vol.45, n° 4 et 5, décembre 2009

Thème : New Education at the Heart of Knowledge Transformations



* Contrasted views of New Education on knowledge and its transformation. Anticipation of a new mode or ambivalence?, Rita Hofstetter; Bernard Schneuwly
* Reform pedagogy as a national innovation system: early twentieth-century educational entrepreneurs in Norway, Harald Jarning
* The New Education and the Institute of Education, University of London, 1919–1945, Richard Aldrich
* Nouveaux savoirs et Education nouvelle dans les lycées, France 1930–1939, Antoine Savoye
* Processus d’introduction des principes de l’éducation nouvelle en Grèce au début du 20ème siècle: enjeux idéologiques et enjeux de savoir, Despina Karakatsani; Vassiliki Théodorou
* Reformpädagogik als Umgestaltung öffentlicher Bildungsinstitutionen: perspektiven der brasilianischen Escola Nova, Martin Stauffer
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* The transnational and national dimensions of pedagogical ideas: the case of the project method, 1918–1939, María del Mar del Pozo Andrés
* Transforming theories of childhood and early childhood education: child study and the empirical assault on Froebelian rationalism, Kevin J. Brehony
* Knowledge for teaching and knowledge to teach: two contrasting figures of New Education: Claparède and Vygotsky, Rita Hofstetter; Bernard Schneuwly
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* Wissen und Intellektualität – Antonio Gramscis Kritik an reformpädagogischen Bildungsvorstellungen und seine Epistemologie der Bildungsarbeit, Armin Bernhard “Alternative” education in Flanders, 1960–2000: transformation of knowledge in a neo-liberal context, Tom De Coster; Frank Simon; Marc Depaepe
* Les savoirs autour de l’Education Nouvelle, Jürgen Helmchen

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