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  1.  48
    Rousseau’s Emile, or the Fear of Passions.Daniel Tröhler - 2012 - Studies in Philosophy and Education 31 (5):477-489.
    Notwithstanding the general accepted understanding that Rousseau is the master of modern education reflecting the progress by enlightenment this articles suggests that Rousseau’s Emile is—as most of Rousseau’s other writings are, too—testimony to a brilliant and passionate writer expressing thoughts about his concern how to deal with passions—passion being one of the most disputed concepts in late seventeenth and in eighteenth century. The reading of Emile has therefore take into account polemic as a literary trope in Rousseau’s style of writing.
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  2.  40
    The Global Community, Religion, and Education: The Modernity of Dewey’s Social Philosophy. [REVIEW]Daniel Tröhler - 2000 - Studies in Philosophy and Education 19 (1):159-186.
    As a starting point this paper takes Dewey's nowadays oftenstressed modernity and examines his social philosophy againstthe background of the current debates on republicanism andcommunitarianism. Particularly, the anaysis of Dewey's The Public and its Problem (1927) concludesthat the attention being paid to Dewey is problematic asspecific religious assumptions – explicitly developedin A Common Faith (1934) – lie in the backgroundof his social philosophy, and are hardly being recognized.However, as it shall be shown, without considering thereligious basis, neither Dewey's social philosophy (...)
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  3.  13
    The Global Community, Religion, and Education: The Modernity of Dewey’s Social Philosophy.Daniel Tröhler - 2000 - Studies in Philosophy and Education 19 (1-2):159-186.
    As a starting point this paper takes Dewey’s nowadays often stressed modernity and examines his social philosophy against the background of the current debates on republicanism and communitarianism. Particularly, the anaysis of Dewey’sThe Public and its Problem concludes that the attention being paid to Dewey is problematic as specific religious assumptions — explicitly developed inA Common Faith -lie in the background of his social philosophy, and are hardly being recognized. However, as it shall be shown, without considering the religious basis, (...)
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  4.  77
    Introduction: Do We Have Good Reasons to Commemorate Rousseau in 2012? [REVIEW]Daniel Tröhler - 2012 - Studies in Philosophy and Education 31 (5):431-434.
  5.  53
    Philosophical Arguments, Historical Contexts, and Theory of Education.Daniel Tröhler - 2007 - Educational Philosophy and Theory 39 (1):10–19.
    This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, (...)
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  6.  25
    Historiography of Education: Philosophical Questions and Case Studies.Daniel Tröhler & Jürgen Oelkers - forthcoming - Studies in Philosophy and Education.
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  7.  18
    The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education.Daniel Tröhler - 2004 - Studies in Philosophy and Education 23 (5-6):367-391.
    History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United States. Taking the (...)
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  8.  26
    Harmonizing the Educational Globe. World Polity, Cultural Features, and the Challenges to Educational Research.Daniel Tröhler - 2010 - Studies in Philosophy and Education 29 (1):5-17.
    The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the late 1950s, heading to a harmonious world. The more specific thesis is that a series of failures in the achievement of this harmonized globe led to reforms in educational governance, leading eventually to the development of instruments like large-scale assessments, such as PISA. The concluding thesis (...)
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  9.  12
    Philosophy Today Books Received. [REVIEW]Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover & Daniel Tröhler - forthcoming - Philosophy Today.
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  10.  25
    Johann Heinrich Pestalozzi.Daniel Tröhler - 2008 - Haupt Verlag.
    Begegnung mit einem Klassiker der Pädagogik: In zehn überschaubaren Kapiteln werden Stationen des Lebens und Schaffens von Johann Heinrich Pestalozzi (1746-1827), dem Klassiker der Pädagogik schlechthin, so dargestellt, dass einerseits ...
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  11.  1
    Republikanismus Und Pädagogik: Pestalozzi Im Historischen Kontext.Daniel Tröhler - 2006 - Klinkhardt.
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  12.  8
    The “Kingdom of God on Earth” and Early Chicago Pragmatism.Daniel Trohler - 2006 - Educational Theory 56 (1):89-105.
    Pragmatism has been rediscovered in recent years and presented as emblematic of modern thinking. At the center of this worldwide interest in late‐nineteenth century Pragmatism stood, first, a rejection of the traditional dualistic construction of the world in philosophy and psychology; second, a distinguishing of the findings of learning theory from those of evolutionary theory; and, third, a consideration of industrial democracy as the context of modern thinking and action. In this essay Daniel Tröhler shows that these innovations were far (...)
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