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  1. Daniel Tröhler & Jürgen Oelkers (forthcoming). Historiography of Education: Philosophical Questions and Case Studies. Studies in Philosophy and Education.
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  2. Jürgen Oelkers (2009). John Dewey Und Die Pädagogik. Beltz.
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  3. Jürgen Oelkers (ed.) (2006). Rationalisierung Und Bildung Bei Max Weber: Beiträge Zur Historischen Bildungsforschung. Klinkhardt.
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  4. Jürgen Oelkers (2004). Nohl, Durkheim, and Mead: Three Different Types of “History of Education”. Studies in Philosophy and Education 23 (5-6):347-366.
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  5. Jürgen Oelkers (2000). Democracy and Education: About the Future of a Problem. Studies in Philosophy and Education 19 (1):3-19.
    In 20th century's European theory of education there was little interest in philosophy of democracy. John Dewey's Democracy and Education was translated in nearly everyEuropean language but did not become the center of discussion.Even ``radical education'' was much more child-centered thanopen to radical questions of political democracy. This articlediscusses the problem in two respects, first the tension betweenneo-liberalism's concept of individuality and public education,and second the future problems of a theory of ``democraticeducation'' after Dewey. The aim is to overcome traditionalEuropean (...)
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  6. Jürgen Oelkers & Heinz Rhyn (2000). Introduction. Studies in Philosophy and Education 19 (1):1-2.
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  7. Jürgen Oelkers (1999). The Origin of the Concept of €œAllgemeinbildung” in 18th Century Germany. Studies in Philosophy and Education 18 (1):25-41.
    The German theory of education refers mainly to what is called Bildung. The historical sense of Bildung is not cultivaion , but cultivation for inwardness. This concept has two sources, the neo-platonic inner soul on one hand, pietistic piety on the other hand. The article shows that these sources had been part of European discussions before the development of national cultures after 1750. So the German concept of Bildung, famous for the German Sonderweg in culture and politics, had been composed (...)
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  8. Jürgen Oelkers, Fritz Osterwalder & Heinz Rhyn (1999). Education, the Public Sphere and Democracy. Studies in Philosophy and Education 18:465-467.
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  9. Jürgen Oelkers, Fritz Osterwalder & Heinz Rhyn (1999). Introduction: Some Remarks on History, Philosophy, and Education. Studies in Philosophy and Education 18 (1):1-4.
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  10. JÜrgen Oelkers (1997). Is There a “Language of Education“? Studies in Philosophy and Education 16 (1-2):125-138.
    What Israel Scheffler analyzed in his The Language of Education was a corpus of slogans and metaphors which obviously influence public communication. But are these a language of “education”? The article argues that “language of education” is a historical enterprise that constitutes a special public discourse on and about education. The writings of the eminent educators developed and reflected this discourse, the language of education is composed out of typical arguments and suggestions not just of slogans and metaphors. And this (...)
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  11. Jürgen Oelkers (1994). Influence and Development: Two Basic Paradigms of Education. [REVIEW] Studies in Philosophy and Education 13 (2):91-109.
    The article discusses two basic paradigms of western educational theory, namely the concept of “influence” and the concept of “development”. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond “influence” and “development”. This position of a theory of education ( Erziehung ) is marked with the term “moral communication”.
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