The way that the teacher/researcher ideal developed in Germany is discussed, along with discrepancies between the original context of the concept and the American one. The focal point is the foundation of the University of Berlin in 1810. Social, political, and intellectual development of the eighteenth century are reviewed, along with reforms at…

Contributions of the Swedish scholar and social critic Wilhelm Sjostrand are discussed. His interests included educational psychology, comparative education, and the history of education. (RM)

Educational theory and practice among the most privileged group in English society--the nobility and upper gentry--are examined. Fundamental differences distinguished the humanist program of study for girls from that for boys during the middle years of the sixteenth century. (RM)

The so-called theory of dependence contributes nothing to the understanding of educational problems in Latin America, and it is even liable to divert attention from the real educational problems and their solutions. (RM)

Colleges were founded in many cities of Victorian England. Some failed; others became the civic universities of twentieth-century Britain. How these civic universities were governed is described. Specifically discussed are courts, councils, trustees, faculty, powers, curriculum, appointments, finance, principals, and constitutions. (RM)

Elementary, secondary, and higher education enrollment data for Scotland between the 1860s and 1939 are examined, and the structure and development of the Scottish system in the light of some of the general theories of comparative social history of education are discussed. (RM)

Student interest in improving the quality of science teaching at Oxford University led to an active role for the Oxford University Junior Scientific Club during the late nineteenth to early twentieth centuries. Students presented papers and organized lectures, demonstrations, and exhibitions to disseminate scientific knowledge. (IS)

The author identifies these as the most important changes in general educational theory over the last 25 years: a movement toward cross-disciplinary perspectives, a widening of perspective to include the social context of schooling, and a swing from positivist research methods toward more qualitative and holistic approaches. (SJL)

In the twentieth century, educational philosophy has turned from grand system building toward approaches which consider the process of education itself to be the source of issues requiring a philosophical, value-oriented resolution. Philosophical inquiry has extended to social, psychological, and human issues. (Editor/SJL)

The significance of tradition in 10 different European countries' educational systems is discussed and the differences from the U.S. curriculum are clarified. Trends in the role of psychiatry are reviewed, including the impact of the 1968 student revolts and increased attention to social and psychological factors in health. (Author/LBH)

Compares community opposition to mid-nineteenth century public education in southern Ontario, England, and Ireland, three cases in which state educational initiatives sought to undermine or abolish alternative educational forms. (32 references) (SV)

Outlines several ways of looking comparatively at democratic educational systems. Examines narratives of democratic education in American educational history; nation-building as a primary policy objective; and conceptual weaknesses of the model of elite, mass, and universal education. Sees current trends toward educational efficiency and quality…

Reflects on Nigel Grant's contribution to the development of comparative education as a scholarly field, as a researcher, writer, and teacher of countless students. Discusses the history of university scholarship and the teacher-student relationship since the first European universities, contemporary debates about the purpose of education, and the…

The history of England's attraction to the German education system is reviewed to exemplify four reasons for "borrowing" (copying) foreign models. Rather than simply copying it, England should use the German example to become aware of shortcomings in its own system and their potential solutions. (TD)

This book compares the teaching methods of Europe with the United States as related to the development of geography education and the problems of geography education in U.S. schools. The book comprehensively discusses and evaluates the history of geography instruction, tracing that history from the time of the Greeks and examining influences up to…