Describes the development of Scottish educational principles and ideas from the Reformation era to the Education Act of 1872 and beyond. Asserts that, even after the state's role in education superseded that of the church, the concept of shared rights and responsibilities remained a primary educational goal. (CFR)

Compares the development of Women's Studies, as academic discipline and as cultural movement, in Germany and the United States during the 1960s and 1970s. Discusses their divergent paths in the context of the development of broader feminist movements and of structural changes within higher education in both countries. (MJP)

Asserts that the relationship between geography and citizenship education has been used to include geography in the British curriculum. Describes how early geography instruction was linked to imperial strategies of the government. Discusses how geography education changed through the World War I, World War II, and post-war periods. (CFR)

Discusses the indebtedness of German pedagogical thinking to the U. S. progressive education movement. Specifically examines the "New Educational Fellowship," a socialist and pacifist organization founded in 1925 in Heidelberg (Germany) and joined in 1932 by U.S. progressive educators. Profiles several schools that institutionalized this…

Examines the approaches taken, the topics discussed, and the practical results of the 1944 conference, "Germany after the War." Organized and led by psychiatrist Richard Brickner, the conference focused on reeducation, institutional change, and psychological rehabilitation. The conference recommendations became highly relevant in the…

Compares the reeducation efforts of post-war Germany with the role played by education supporting the German reunification with East Germany. Examines parallels involving autonomy and self-determination with the earlier Bavarian controversy. Concludes that Western-style educational reforms alone will not be able to create pluralistic societies in…

Compares and contrasts two emerging approaches to educational historical research. Reveals a double-edged sword in that while these approaches open up the field to a wide array of subject matter and styles of inquiry, they also may weaken the epistemological stature of the discipline. (MJP)

Examines enrollment trends in Germany and France around 1900 to determine whether democratic values and citizenship education were significant factors in increased enrollment in secondary schools. Maintains that the curriculum offered by elite secondary schools echoed the idealized attributes of the former governing elites. (CFR)

Profiles the career and contributions of Abraham Flexner, a U.S. progressive turned conservative under the influence of German higher education. Fascinated by the high standards of teaching and research at German universities, especially in the medical facilities, Flexner became a pioneer in transatlantic comparative educational studies. (MJP)

Utilizes German archival records to illuminate crucial post-war events at Heidelberg University. The university became the focal point of attempts to define the theoretical and practical meaning of "geistige Umerziehung" (spiritual reeducation). Discusses the conflict between U.S. authorities and such esteemed German scholars as Karl…

Presents a biographical profile of Heinrich Roth, a psychologist and educator who had served in the Wehrmacht's political warfare division. Roth later experienced a spiritual and professional rebirth becoming completely immersed in U.S. educational theory. He devoted the rest of his life to developing a democratically-oriented theory of learning…

Maintains that, in many African nations, the structure of educational institutions remains determined largely by colonial foundations. Discusses educational history in Zimbabwe from the 1920s until 1987. Contends the most significant feature of Zimbabwe's educational system has been continuous and rapid sociopolitical change. (CFR)

Discusses the question of how the problem of defining American "nationality" or citizenship has affected schooling and education since colonial times. Identifies and discusses three traditions of U.S. citizenship. Contends that these traditions have produced innumerable dilemmas and conflicts for public education. (CFR)

Characterizes U.S. Edward Y. Hartshorne as a "manager of German social recovery." An instructor at Harvard University and protege of sociologist Talcott Parsons, Hartshorne was instrumental in the post-war reopening of German universities. Discusses Hartshorne's activities in military intelligence and psychological warfare, as well as…

Profiles the reeducation and denazification efforts aimed at the training of doctors, lawyers, teachers, and engineers. The efforts espoused few radical innovations and generally supported a return to the well-regarded conditions of the Weimar Republic. These efforts laid the foundation for later reforms in the 1960s. (MJP)