PAEDAGOGICA HISTORICA最新文献

{"title":"Julian Huxley and a biological approach to education in British East Africa during the interwar era","authors":"Peter Kallaway","doi":"10.1080/00309230.2023.2283491","DOIUrl":"https://doi.org/10.1080/00309230.2023.2283491","url":null,"abstract":"During the 1930s there was a significant shift in the debate about African colonial education. Above all, somewhat discreetly hidden behind the formal language of the educational documents, is the ...","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138547973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Looking for pen pals”: internationalist upbringing in a school of the Lithuanian SSR in the late Soviet era","authors":"Irena Stonkuvienė, Ingrida Ivanavičė","doi":"10.1080/00309230.2023.2286599","DOIUrl":"https://doi.org/10.1080/00309230.2023.2286599","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"126 37","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experimental education projects and their data collection. Policy history on experiments with “children’s life questions” in welfare-state Sweden late 1960s to early 1970s","authors":"Mette Buchardt, Katarina Kärnebro","doi":"10.1080/00309230.2023.2283471","DOIUrl":"https://doi.org/10.1080/00309230.2023.2283471","url":null,"abstract":"During the twentieth century, an increasing amount of data was collected in connection with engineering of the modern states including their education systems. In the Nordic welfare states post WW2...","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"6 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The tactile reading systems in East Asia: missionaries, colonialism, and unintended consequences","authors":"Tasing Chiu","doi":"10.1080/00309230.2023.2269860","DOIUrl":"https://doi.org/10.1080/00309230.2023.2269860","url":null,"abstract":"ABSTRACTIn the late nineteenth century, Protestant missionaries introduced modern education for the blind people in Taiwan and Korea. They developed various tactile reading systems to enhance literacy and provided handicraft training for self-sufficiency. When these regions came under Japanese colonial rule in the first half of the twentieth century, the colonial government introduced Japanese Braille and massage training for blind students. However, most of these training programmes fell short in effectively equipping blind individuals for sustaining their livelihoods upon completing their education. As a result, paradoxically, tactile reading systems initially designed to discourage blind individuals from participating in traditional fortune-telling practices ended up inadvertently catalysing the modernisation of these longstanding traditions. This case study highlights the intricate and diverse nature of special education in East Asia.KEYWORDS: Education for blind peopleliteracyhistory of special educationdisability studiesformal and informal imperialism AcknowledgementsI would like to express my heartfelt gratitude to Yawen Tsai for her invaluable assistance in collecting and translating Korean materials. I also wish to extend my deep appreciation to Maria Romeiras for her unwavering friendship and support during the creation of this article. The data collection for this work was financially supported by the National Science and Technology Council of Taiwan through Grant 108-2410-H-037-011-MY2.Disclosure statementNo potential conflict of interest was reported by the author.Notes1 M. Miles, “Blindness in South and East Asia: Using History to Inform Development”, in Disability in Different Cultures: Reflections on Local Concepts, ed. Brigitte Holzer, Arthur Vreede, and Gabriele Weigt (Netherlands: transcript Verlag, 1999), 88–101.2 H. J. Wilson, “The Education and Employment of the Blind”, Journal of the Royal Society of Arts 61, no. 3145 (1913): 406–19.3 William B. Wait, New Aspects of the Uniform Type Folly (New York: Broadstreet Press, 1916).4 William Campbell, Sketches from Formosa (London: Marshall Brothers, Ltd. Reprinted by SMC Publishing, 1915/1996).5 박명규、김백영, “식민 지배와 헤게모니 경쟁: 조선총독부와 미국 개신교 선교세력간의 관계를 중심으로”, 사회와역사 82 (2009): 5–39.6 김정민, “로제타 셔우드 홀의 선교사역에 대한 연구”, 감리교신학대학교 (2008): 11.7 William Campbell, “Work for the Blind: Formosa”, The Presbyterian Messenger no. 828(March 1915): 96–8.8 George Ede, “Story of the Blind Hospital-Porter in Taiwanfoo”, The Presbyterian Messenger (1 December 1887): 6–7.9 John Rutherfurd, William Moon, LL.D., F.R.G.S., F.S.A., and His Work for the Blind (London: Hodder and Stoughton, 1898).10 Helen Dunbar, History of the Society for the Blind in Glasgow and the West of Scotland 1859-1989 (Blanefield: Heatherbank Press, 1989), 21.11 William Campbell, An Account of Missionary Success in the Island of Formosa (London: Trübner & Co., 1889).12 Luxwell, “Education and Work for the Blind”, The China Critic (2 April 1","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"2018 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The American College of St Maurice at Münster, 1867–1879: the formation of Catholic clergy for the United States between seminary education and academic studies","authors":"Andreas Oberdorf","doi":"10.1080/00309230.2021.1987936","DOIUrl":"https://doi.org/10.1080/00309230.2021.1987936","url":null,"abstract":"ABSTRACT The American College of St Maurice at Münster in Westphalia was founded in 1867 to train priests for the Catholic missions in the United States. This paper outlines the history of this short-lived educational institutions (1867–1879), with particular focus on the 68 seminarians, who attended this theological seminary for their pastoral formation, accompanied by scholarly studies in theology and philosophy at the Academy of Münster. This educational concept and history of the American College is considered against the background of the scholarly dispute about the dogma of papal infallibility and the Prussian Kulturkampf, that eventually led to the closure of the American College in 1879. Finally, attention is paid to the pastoral ministry of the alumni and the situation of the German Catholics in the United States. The alumni of the American College became a particularly sought-after group of priests, not only due to their religio-cultural background, but also with regards to their broader pastoral and academic formation that helped to meet the challenges ahead.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"1 1","pages":"1142 - 1160"},"PeriodicalIF":0.5,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Feeling strange” ‒ oral histories of newly arrived migrant children’s experiences of schooling in Denmark from the 1970s","authors":"Jin Hui Li, Mette Buchardt","doi":"10.1080/00309230.2022.2065641","DOIUrl":"https://doi.org/10.1080/00309230.2022.2065641","url":null,"abstract":"ABSTRACT Based on oral history interviews with adults with a migration history who in their childhood entered into the Danish education system as “newcomers”, the article points out that the practised identity politics of schooling in the 1970s in Denmark for migrant students was operated through affective practices of “feeling strange”. The article explores how the fact that emotions of “feeling strange” have shaped newly arrived migrants’ schooling experience in Denmark since the 1970s connects to processes of racialisation. Rather than being connected only to “feeling new” and “unexpected”, the strangeness appears as connected to the broader affective hierarchies of racialisation in a way that makes it possible for new migrant students to feel strange in a “familiar institution” such as school. The study also displays that racialised emotions of feeling strange for migrants can easily re-emerge, influencing their educational and professional paths when remembered as adults. The effects of affective racialised practice learned in the school institution thus has severe consequences for the students because their access to school is shaped through minoritised positions, something that stays with them after leaving school.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"22 1","pages":"1054 - 1072"},"PeriodicalIF":0.5,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139290481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Each young in his place so the country does not continue wasting its invaluable human capital: confluences of educational languages in a reformist experience (Chile, c.1964–c.1970)","authors":"Pablo Toro-Blanco","doi":"10.1080/00309230.2023.2266685","DOIUrl":"https://doi.org/10.1080/00309230.2023.2266685","url":null,"abstract":"ABSTRACTAgainst the backdrop of the Educational Reform in Chile since 1965, this article sheds light on the convergence of educational language based upon the economic notion of developmentalism, the idea of human capital and the expansion of school guidance (orientación) in Chilean education. Through analysing right-wing press and discourses from teachers and counsellors who were supporters of the significant changes that secondary education was going through led by Christian democrats, we briefly reveal the confluence and the opposition of concepts and the strategic differences among relevant actors in the reformist process.KEYWORDS: Chilean educationeducational guidancedevelopmentalismeducationalisation AcknowledgementsThis paper is a product of the Fondecyt 1200102 project (National Agency for Research and Development), of which I am the principal researcher. I would like to thank the anonymous reviewers for their insightful comments.Disclosure statementNo potential conflict of interest was reported by the author.Notes1 The phrase is in the inaugural speech that professor Radamadanta Dintrans delivered at the Guidance Congress that took place in Santiago in October 1966. Panorama de la Orientación en Chile. Publicación de las Jornadas de Orientación efectuadas el 5, 6, 7 y 8 de octubre de 1966, Instituto Nacional, Santiago de Chile, 1966, 1.2 A broad and detailed view of the economic, political, and cultural ties between Chile and the United States can be found in the book of Stefan Rinke, Encuentros con el Yanqui: norteamericanización y cambio sociocultural en Chile, 1898–1990 (Santiago: DIBAM, 2013).3 Óscar J. Martín García and Lorenzo Delgado Gómez-Escalonilla, “Educational Reform, Modernization, and Development. A Cold War Transnational Process,” in Teaching Modernisation: Spanish and Latin American Educational Reform in the Cold War, ed. Óscar J. Martín García and Lorenzo Delgado Gómez-Escalonilla (New York: Berghahn Books, 2020), 20–1.4 Among the literature that deals with these issues, Óscar J. Martín García and Lorenzo Delgado Gómez-Escalonilla, eds., Teaching Modernisation: Spanish and Latin American Educational Reform in the Cold War (New York: Berghahn Books, 2020); Jeffrey Taffet, Foreign Aid as Foreign Policy. The Alliance for Progress in Latin America (New York: Routledge, 2012); and Gabriela Ossenbach and Alberto Martínez Boom, “Itineraries of the Discourses on Development and Education in Spain and Latin America (circa 1950–1970),” Paedagogica Historica 47, no. 5 (2011): 679–700.5 Daniel Tröhler, Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (New York: Routledge, 2011), 3–4.6 A historical overview of the development of the educational transfer paradigm is available in Jason Beech, “The Theme of Educational Transfer in Comparative Education: A View over Time,” Research in Comparative and International Education 1, no. 1 (2006): 2–13.7 A general overview on the situation of Chilean educ","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"17 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hungarian minority education based on a review of the national curricula from 1777 to 1907","authors":"Ágnes Klein, Edina Haslauer","doi":"10.1080/00309230.2023.2269540","DOIUrl":"https://doi.org/10.1080/00309230.2023.2269540","url":null,"abstract":"ABSTRACTThis study is a systemic examination of three Hungarian national curricula and their effects on minority students’ education over 130 years beginning in 1777, when a uniform, state-regulated school system was created, accompanied by carefully drafted educational policies to which educational institutes had to adhere. The documents presented in this study are available in the Hungarian National Pedagogical Library and Museum. This study primarily focuses on the legislation defining minority language use in schools. Specifically, we analysed the extent to which educational policies and corresponding curricula either respected minority rights regarding native language use or forced students to acquire Hungarian language competencies and integrate them into the mainstream. Educational policies can only be understood through contemporary social and historical contexts. Thus, we highlight how social and historical circumstances, including an ever-changing political landscape and shifting political ideologies, have significantly affected the educational experiences of minorities residing in Hungary. Although our journey will be centuries past, this analysis is relevant to today’s demographically changing societies, which have increasingly become multicultural and multilingual. Highlighting the effect of educational policies on minority children’s instruction and, consequently, their first-language development can shape our discourse on current policies.KEYWORDS: Ethnic and linguistic minority educationcurriculum developmentHungaryminority rights Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 Daniel Tröhler, “National Literacies, or Modern Education and the Art of Fabricating National Minds,” Journal of Curriculum Studies 52, no. 5 (2020): 629.2 Tröhler, “National Literacies,” 631.3 Daniel Tröhler, “Curriculum Theory and Education History,” in International Encyclopaedia of Education, ed. Rob Tierney, Fazal Rizvi, and Kadriye Ercikan (Amsterdam: Elsevier Science, 2022), 122.4 Endre Ballér, Tantervelmélet és tantervi reform [Curriculum Theory and Curriculum Reform] (Budapest: Tankönyvkiadó, 1978).5 Endre Ballér and Péter Szebenyi, “A tananyag és a tanterv tervezése a következő évtizedben” [Curriculum and Curriculum Design for the Next Decade], Új Pedagógiai Szemle 12 (1992): 101–12.6 Thomas S. Popkewitz, “How the Alchemy Makes Inquiry, Evidence, and Exclusion,” Journal of Teacher Education 53, no. 3 (2002): 262–7.7 Popkewitz, “How the Alchemy Makes Inquiry, Evidence, and Exclusion,” 262.8 Ágnes Vámos, “Mégis kinek az érdeke? A tanórai kétnyelvűség vizsgálati szempontjai” [Yet Whose Interest Is It? Aspects of Studying Bilingualism in Class], Iskolakultúra 2, no. 11–12 (1992): 44–9, https://www.iskolakultura.hu/index.php/iskolakultura/article/view/28610.9 Országos Pedagógiai Könyvtár és Múzeum [National Pedagogical Library and Museum], https://library.hungaricana.hu/hu/.10 John W. Berry, Ype H. Poortinga, Ma","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"40 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136262757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Ontario educational association: transnational networks and curriculum reform in the early twentieth century","authors":"Patrice Milewski, Annmarie Valdes","doi":"10.1080/00309230.2023.2263841","DOIUrl":"https://doi.org/10.1080/00309230.2023.2263841","url":null,"abstract":"ABSTRACTOriginally founded in 1861 as the Teachers’ Association of Canada West (TACW), the Ontario Educational Association (OEA) was a fixture on the education scene in Ontario for one hundred twenty-five years until its dissolution on November 28, 1985. This article traces the early development and maturation of the OEA to focus on its involvement in curriculum reform undertaken by Liberal and Progressive Conservative governments in the early twentieth century. As a non-state entity, the OEA nevertheless had close ties to and received financial support from the state. It regularly advised the Department of Education on matters related to education and contributed to the building of the educational state. The annual conventions of the OEA attracted transnational participation and provided a space for educationists to exchange knowledge as well as form networks and alliances to advance their interests in education. This article locates the formation of OEA as part of the phenomenon of association that Alexis de Tocqueville identified in nineteenth century America. While mid-nineteenth century Ontario was not America, it was nevertheless a liberal capitalist society and the concept of desiring to act in political self-interest for what was deemed good for education and society underlay the creation of the Association. De Tocqueville’s focus on the importance of political associations was linked to understanding the capacity of liberal democracies to govern in the nineteenth century. This approach makes possible to understand the OEA as a site where processes of building and governing the educational state were enacted through association.KEYWORDS: Associationsubjectioncurriculum reformhistory of educationde Tocqueville AcknowledgementsThe authors would like to thank Professor David Levine at OISE/University of Toronto, who provided encouragement, helpful insights and suggestions during the writing of this article. The authors have benefitted from helpful feedback offered by the journal’s editors and anonymous reviewers.Disclosure statementNo potential conflict of interest was reported by the authors.Notes1 In 1867 it became the Ontario Teachers’ Association (OTA) and in 1873 the name was lengthened to the Ontario Teachers’ Association for the Advancement of Education, only to revert to the former name Ontario Teachers’ Association in 1881.2 Thomas Popkewitz, “Curriculum history, schooling and the history of the present”, History of Education 40, no. 1 (2011): 15.3 Ibid., 3.4 Department of Education Annual Report of the Minister of Education (hereafter Annual Report), 1901, p. xiv.5 After the initial citation, references to Minutes/Proceedings between 1861 until 1894 will be referenced as Minutes and as Proceedings from 1895 onward.6 It may be argued that the Journal of Education for Upper Canada founded by Egerton Ryerson in 1848 and published until 1877 was another means by which education theories, knowledge and opinions circulated in Canada West","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology deficit or technologies of schooling – seeing curricular planning and teachers’ knowledge within a systems-theoretical understanding of technology","authors":"Daniel Töpper","doi":"10.1080/00309230.2023.2266708","DOIUrl":"https://doi.org/10.1080/00309230.2023.2266708","url":null,"abstract":"ABSTRACTThis essay starts with the classical assertion of Niklas Luhmann that there exist no pedagogic technologies, but takes up parts of his conceptual understanding of technology to describe and understand mass schooling in the nineteenth century. It is argued that using his terminology and focusing on technologies of schooling brings into focus sources and actors that Luhmann and his colleagues oversaw and that can be integrated in a sociological understanding of the emerging modern mass educational systems. The paper introduces this understanding and contrasts it with other given approaches. It is argued that the theoretical frame of technology allows for a better understanding of causality, bringing back into the discussion actors and their pursued ends that are often left out in concepts and theories of technology and also in sociological interpretations of the history of schooling. The essay shows the possibilities of applying this perspectivisation by using two examples of a technology, “curricular planning” and “teacher’s education,” highlighting curriculum and teachers’ manuals as key sources and core elements of a technology of schooling that systematically aims at achieving given pedagogic ends.KEYWORDS: Technologies of schoolingteacher manualscurricular planning technology deficit AcknowledgementsI would like to thank the anonymous reviewers for their helpful comments and my project colleague Fanny Isensee for her impactful support and our shared discussions.Disclosure statementNo potential conflict of interest was reported by the author.Notes1 Julia Kurig, “‘Abendländische Bildung’ gegen den ‘Geist der Technokratie’: Zur Rekonstruktion geisteswissenschaftlicher Wissensformen und humanistischer Bildungskonzepte im pädagogischen Diskurs der frühen Nachkriegszeit,” in Wissen machen: Beiträge zu einer Geschichte erziehungswissenschaftlichen Wissens in Deutschland zwischen 1945 und 1990, ed. Sabine Reh, Edith Glaser, Britta Behm and Tilman Drope (Weinheim: Beltz Juventa, 2017), 16–33.2 Friedhelm Schütte and Philipp Gonon, “Technik und Bildung–technische Bildung,” in Historisches Wörterbuch der Pädagogik, ed. Dietrich Benner and Jürgen Oelkers (Weinheim: Beltz Juventa, 2004), 988–1015.3 Alister Jones, Cathy Buntting and Marc J. de Vries, “The Developing Field of Technology Education: A Review to Look Forward,” International Journal of Technology and Design Education 23, no. 2 (2013): 191–212; Alan Januszewski and Michael Molenda, Educational Technology: A Definition with Commentary (New York: Lawrence Erlbaum Associates, 2008); and Michael J. Spector, “Emerging Educational Technologies and Research Directions,” Journal of Educational Technology & Society 16, no. 2 (2013): 21–30.4 A few references highlight the newly emerging thinking and discussions about educational systems, e.g. Matthias v. Saldern, “Erziehungssystem,” in Funktionssysteme der Gesellschaft: Beiträge zur Systemtheorie von Niklas Luhmann, ed. Gunter Runkel and Günter Burk","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135732546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}