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The correspondence in this volume shows England becoming interested in Pestalozzi's method, thus opening the way to his reception in the U.S. and in Japan. At the same time, Pestalozzi came under increasing pressure from the Restoration during the 1820s. After Metternich's institution of press censorship for immigrants, Pestalozzi left Yverdon in 1825 and returned to Neuhof, where he planned to set up an educational facility for the poor.

For nearly half a century, research on education systems has been increasingly popular. However, this popularity was long restricted primarily to internationally linked policy makers and education planners, often backed up by international organizations such the OECD but also by governmental or para-governmental organizations within the individual countries. These institutional affiliations provided education research with a specific character that often centres on notions such as excellence, efficiency, or standards. The specific comparative character of this policy-driven research agenda triggered the development of suitable research techniques such as comparative statistics and pertinent sub-disciplines such as cognitive psychology. Backed-up by powerful global institutions, this agenda purported to be rather unique, and it tended to ignore the cultural complexity of the educational field and those research approaches that address this complexity. This volume includes different historical, cultural, and sociological approaches to the education systems and to questions as to how research on education systems can be undertaken beyond the parameters of the existing research agenda. They demonstrate how pertinent problems of research on education systems can only be tackled taking an international and interdisciplinary approach with regard to both research questions and methods concerning education systems

Preliminary Material /Daniel Tröhler and Jürgen Oelkers -- Introduction: Pragmatism and Education in the International Discussion /Daniel Tröhler and Jürgen Oelkers -- The Hegelian Roots of Dewey's Pragmatism /James A. Good -- William James' Theory of Religion and Pluralistic World /Meike Sophia Baader -- Public Intercommunications /Hans-Peter Krüger -- The Concepts of Activity and Effectiveness in Dewey's Aesthetics /Roswitha Lehmann-Rommel -- Modern City, Social Justice and Education /Daniel Tröhler -- Jane Addams' and Mary Parker Follett's Applied Pragmatism /Birgit Althans -- George Herbert Mead and the Theory of Schooling /Gert Biesta -- Some Historical Notes on George Herbert Mead's Theory of Education /Jürgen Oelkers -- Dewey And James in Germany – Missed Opportunities in German Pedagogy for Creative Encounter with American Pragmatism /Philipp Gonon -- The Perception of Dewey's Pragmatism in Germany after 1945 /Stefan Bittner -- Dewey's Optimism /Philip W. Jackson.

Preliminary Material /Daniel Tröhler , Thomas Schlag and Fritz Osterwalder -- Pragmatism and Modernities /Daniel Tröhler , Thomas Schlag and Fritz Osterwalder -- Charles S. Peirce /Cornelis de Waal -- The Technological Sublime and Social Diversity /Daniel Tröhler -- Industry, Science, and Dewey's Challenge to Modern Philosophy and Education /Sabine Baum -- "Modernity" in Education Around 1900 /Jürgen Oelkers -- Pragmatism and Religious Education /Friedrich Schweitzer -- The University as Prophet, Science as its Messenger, and Democracy as its Revelation /Thomas S. Popkewitz -- Durkheim's Criticism of Pragmatism with Respect to his Educational Concepts /Fritz Osterwalder -- Mass Democracy and Political Governance /Norbert Grube -- How Dewey Lost /David F. Labaree -- Deweyan Pragmatism as the Philosophy of Pisa? /Johannes Bellmann -- 'The Most Influential Theory of the Century' /Gert Biesta -- Approaching Modern Life: Pragmatism and Public Practical Theology /Thomas Schlag -- Re-Reading Pragmatism /Cleo H. Cherryholmes -- Index /Daniel Tröhler , Thomas Schlag and Fritz Osterwalder.

Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- List of contributors -- Education, nationalism and the ordering construction of the world (Introduction to the WYBE 2022) -- 1 Magical enchantments and the nation's silencing: Educational research agendas under the spell of globalization -- Part I Historical (re)production of the nation -- 2 Nation­states, nation­building and schooling: The case of Spanish America in the long 19th century -- 3 Towards national socialism with Chinese characteristics? Schooling and nationalism in contemporary China -- 4 Modern education and national identity in Greece and Egypt: (Re)producing the ancient in the school textbook -- Part II Hegemonic aspirations and interventions -- 5 Bringing pedagogy in line: Globalizing nationally programmed instruction, new math, film and media education -- 6 Schooling humans as a form of capital: The national and imperial context -- 7 Extrapolated imperial nationalisms in global education policy formation: An historical inquiry into American and Scandinavian agendas in OECD policy -- 8 Indexical traces of the real: Teaching in the techno-nation­state -- Part III Imperial policies and resurgences of nationalism -- 9 In the name of the nation: PISA and federalism in Australia and Canada -- 10 Infrastructuring the nation: Examining the role of national large-scale assessments in Russia -- 11 Nationalism, populism and education in a globalizing India -- 12 Cuban education in the Cold War: National independence within international socialism -- Part IV Paradoxes, inconsistencies and a self­reflection -- 13 Cosmopolitan nationalism and global citizenship rhetoric: Analysis of policies and curricula in South Korea, Israel and the United States -- 14 The imperial nationalism of human rights and genocide education laws: Cases from the United States.

Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.

This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue - the need to overcome self-interest in order to take up the common interest - which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican.

During the past decade "accountability" has emerged as the master rationale for education reform. Given its ubiquity and central role in current policy and practice, it is almost possible to forget that even 15 years ago the term was hardly ever used and accountability, in today's sense, was virtually a nonissue. That is surprising given the certainty with which advocates claim accountability as the needle's eye through which the camel of public education reform must pass. How has this change come to pass? How has accountability emerged as the master rationale for contemporary education reform? How has it become the accepted justification for policies from the construction of centralized curricula, to teacher evaluation schemes based on student test scores, to government takeovers of schools that "fail to improve"?

The core argument of this paper is that Luxembourg's location between the larger European nations of France and Germany is constitutive of skill development in this small state. On the one hand, Luxembourg continuously borrows educational models and principles from its two large(r) neighbors - which both represent major European models of skill formation. Thus, in Luxembourg's skill formation system, elements from these two 'big' states get 'mixed,' although they are not necessarily complementary. On the other hand, Luxembourg compensates for its small size through impressive levels of cross-border activity with neighboring subnational regions in France, Germany, and Belgium - including in the cross-border provision of training. It does this through institutional bricolage and direct cooperation with neighboring countries - in this way significantly enlarging the scope and capacities of its national education system.