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[German Version] (Dec 27, 1880, Düsseldorf – Jul 16, 1962, Bonn). Every human being is part of the specific historical context of a community. For Litt, this historicality was the starting point of his inquiry into the special tasks of upbringing and education (Education/Formation) as paths leading to the respective present. In addition to his interest in what is historically relevant, he was also interested in the “discussion of the basic educational problem,” in which the intention and the goal …

[German Version] (Aug 28, 1787, Wilsnack – Aug 15, 1864, Berlin). After concluding his theological studies in Halle and Frankfurt an der Oder, Harnisch turned to education and became a teacher at the Plamann Institute for Education in Berlin. Critical engagement with the work of J.H. Pestalozzi became characteristic of his school practice and writing, beginning with …

[German Version] (Oct 20, 1859, Burlington, VT – Jun 1, 1952, New York). The conception of pragmatism elaborated by Dewey is perhaps (along with J.F. Herbart's) the most significant example of a reciprocal determination of philosophy and pedagogy. It is built around a theory of teaching and learning developed under the heading of “experience.” The characteristic profile of Dewey'…

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[German Version] (Jun 29, 1746, Deensen/Braunschweig – Oct 22, 1818, Braunschweig). Having received instruction from a private tutor and subsequently attended the local village school as well as the monastery school in Holzminden, Campe began studying Protestant theology at Helmstedt and Halle in 1765. After the completion of his studies, he found employment as a preacher in Potsdam, but also as a tutor in the household of the chamberlain Georg v. Humboldt, whose two so…

[German Version] (Ger. Volksbildungswesen) denotes the institutions that organize learning processes either for all members of society (“Ministry of National Education”) or, more narrowly, for adults (Education of adults). In the context of the Enlightenment (I, 3.e), the 18th century saw the emergence of reading societies, moral weeklies, and patriotic societies, which can be interpreted as the start of national education. In t…

[German Version] I. Progressive Education as a Phenomenon of Reception As a term for the intersection of the theories and practices of education and “formation” (education/ formation), education reform is a construct which may vary greatly as to the criteria of its contents and the period to which it may apply. This is a phenomenon of reception, and its variations always reflect the recipients’ standards. When the assumption of a historical context is made, clear differences arise in determining when education reform starts and ends and in identifying the circle of individuals that is to be ascribed to it. In the background, there is always a pro forma distinction between reform and non-reform. II. Traditional Definition In the German context the term progressive education (Ger. Reformpädagogik) traditionally refers to a more or less closed canon of concepts and practices during the first third of the 20th century. The (putative) innovations are often attributed to different “movements” such as those of the art education movement, the Arbeitsschulbewegung (working school movement), the Landerziehungsheim (country boarding school) movement, etc. (Scheibe, Flitner & Kudritzki). It is a matter of d…

[German Version] (Mar 8, 1824, Wermelskirchen – Oct 27, 1893, Ronsdorf/Wuppertal). ¶ Dörpfeld's significance for education extends to the areas of teaching in practice, its content, and school organization. The latter aspect, his theory of school organization, in particular, is also theologically significant to the extent that it …

[German Version] I. The Term – II. History – III. Present-Day Emphases – IV. Significance for Theology I. The Term The expression “theory of education” (or: “education theory and methodology” – Ger. Pädagogik) serves as a “collective term for all theoretical and practical endeavors in respect of education. As a theory, it refers to the essence of the teaching(s) or science(s) ‘about’ and ‘for’ education, and also to educationally significant reality (in the broad sense). Education theory as a practice is understood to be the totality of activities and processes through which education is carried out and optimized” (Weber 12). The parallel term “education science” (Ger. …

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