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  1.  27
    The Origin of the Concept of €œAllgemeinbildung” in 18th Century Germany.Jürgen Oelkers - 1999 - 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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  2.  31
    Nohl, Durkheim, and Mead: Three Different Types of “History of Education”.Jürgen Oelkers - 2004 - Studies in Philosophy and Education 23 (5-6):347-366.
  3. John Dewey Und Die Pädagogik.Jürgen Oelkers - 2009 - Beltz.
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  4.  33
    Influence and Development: Two Basic Paradigms of Education. [REVIEW]Jürgen Oelkers - 1994 - 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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  5.  58
    Democracy and Education: About the Future of a Problem.Jürgen Oelkers - 2000 - 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.  17
    Introduction: Some Remarks on History, Philosophy, and Education.Jürgen Oelkers, Fritz Osterwalder & Heinz Rhyn - 1999 - Studies in Philosophy and Education 18 (1):1-4.
  7.  18
    Introduction.Jürgen Oelkers & Heinz Rhyn - 2000 - Studies in Philosophy and Education 19 (1):1-2.
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  8.  9
    Is There a “Language of Education“?JÜrgen Oelkers - 1997 - 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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  9.  8
    Historiography of Education: Philosophical Questions and Case Studies.Daniel Tröhler & Jürgen Oelkers - forthcoming - Studies in Philosophy and Education.
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  10.  8
    Education, the Public Sphere and Democracy.Jürgen Oelkers, Fritz Osterwalder & Heinz Rhyn - 1999 - Studies in Philosophy and Education 18:465-467.
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  11. Rationalisierung Und Bildung Bei Max Weber: Beiträge Zur Historischen Bildungsforschung.Jürgen Oelkers (ed.) - 2006 - Klinkhardt.
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  12. The European Crisis and Education for Democracy.Jürgen Oelkers - 2017 - The European Legacy 22 (7-8):832-843.
    On June 23, 2016, British voters decided to leave the European Union. The article argues that this vote was a normal risk for democracy. However, while education for democracy is a key task for the future of Europe as well as the future of the United Kingdom, democratic education in John Dewey’s sense of the word cannot minimize the risks of political campaigns. The broader task of modern democracy is thus the education of citizens who are responsible for their votes.
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  13. The Future of the Public in Public Education.Jürgen Oelkers - 2017 - The European Legacy 22 (7-8):809-820.
    In recent years much has been written on the political and social effects of the Internet on the public sphere, but comparatively little attention has been paid to its effects on the educational systems in Europe and beyond. More specifically, the effect of the shift in the locus of public communication to the private sphere, with everyone commenting on everything from their personal computers, tends to undermine and delegitimize the traditional institutions of education. New forms of communication need new educational (...)
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