Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Aufsatz (Zeitschrift) zugänglich unter
URN:
DOI:  
OriginaltitelThe heritage of the Cold War in contemporary curricula and educational reforms
ParalleltitelDediscina hladne vojne v sodobnih ucnih nacrtih in izobrazevalnih prenovah
Autoren ;
OriginalveröffentlichungCEPS Journal 9 (2019) 2, S. 11-32
Dokument
Schlagwörter (Deutsch)Kalter Krieg; Bildungssystem; Bildungsreform; Curriculumreform; Bildungsgeschichte; PISA <Programme for International Student Assessment>; OECD <Organisation für wirtschaftliche Zusammenarbeit und Entwicklung>; Bildungstheorie; Humanistische Pädagogik; Verhaltenspsychologie; Globalisierung; Bildungsstandards; Leistungsmessung
TeildisziplinHistorische Bildungsforschung
Bildungsorganisation, Bildungsplanung und Bildungsrecht
DokumentartAufsatz (Zeitschrift)
ISSN2232-2647
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):Using a theoretical-critical and historical approach, this paper analyses the implications of the Cold War in national curricula and educational reforms of the second half of the 20th century with emphasis on the 21st century. The context of the time after the Second World War and the beginning of the Cold War is shown, as well as the social and political changes that are significant for education and were prompted by the wars. The emergence of the international Organization for Economic Cooperation and Development (OECD) (whose focus is not educational but economic) and the role of behavioural psychology were also analysed, which explained their significance in later educational reforms. The role of the Cold War in reducing socio-humanistic teaching contents and the implementation of natural sciences and mathematics has also been explained. The synthesis of the analysed aspects suggests that the Cold War military and technological race resulted in the implementation of the STEM area, thus the measurability of learning outcomes, which influenced the psychologisation, standardisation, economisation, and globalisation of education. Most of the current (un)successful national educational and curricular reforms were initiated in that direction without respect for the social, cultural, and historical features of individual countries. These changes have left a mark in pedagogy, in which the humanistic approach appears to counteract other approaches. Some educational systems demonstrate a shift from such trends, from the technical-scientific curriculum towards the didactic tradition of Bildung and the philosophy of education. The reasons can be found in the above-average results on international standardised evaluations of those countries that have national curricula, in contrast to what is recommended by the globalisation and standardisation of education as some of the elements of the Cold War heritage. (DIPF/Orig.)
weitere Beiträge dieser ZeitschriftCEPS Journal Jahr: 2019
Statistik Anzahl der Zugriffe auf dieses Dokument
PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am12.07.2019
Empfohlene ZitierungTopolovcan, Tomislav; Dubovicki, Snjezana: The heritage of the Cold War in contemporary curricula and educational reforms - In: CEPS Journal 9 (2019) 2, S. 11-32 - URN: urn:nbn:de:0111-pedocs-174406
Dateien exportieren

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)