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Der fünfte Band der Briefe an Pestalozzi umfasst die Zeit von August 1817 bis 1820 und damit eine Zeit mit grassierender Armut sowie die Jahre des Durchbruchs der Restauration vor allem in Preussen. Diese Ereignisse prägten auch die Korrespondenz Pestalozzis. Überdeckt wurde die Krise durch die zahlreich eingehenden Briefe zur erfolgreichen Subskription von Pestalozzis gesammelten Werken. Die politisch, wirtschaftlich und persönlich turbulente Zeit war auch dadurch gekennzeichnet, dass Pestalozzi nach vielen erfolglosen Versuchen wieder eine Armenanstalt - in Yverdons Vorort Clindy - eröffnen konnte und eine intensive Rezeption seiner Methode in England und Irland begann. Und tatsächlich: Die Schülerzahlen stiegen wieder an, und es kam zu einer eigentlichen "englischen Kolonie" in Yverdon. Zudem verschob sich das Interesse in den Osten und Südosten Europas sowie in die aufstrebenden industrialisierten Regionen des Niederrheins.

Educators --- Educationalists --- Educationists --- Faculty (Education) --- Specialists --- Pestalozzi, Johann Heinrich, --- Pestalozzi, Johann --- Pestalozzi, J.H. --- Pestalozzi, Jan Henryk --- Pestalozzi, Johann Heinrich. --- education.

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Historische en vergelijkende pedagogiek.

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Educational sciences --- onderwijspolitiek

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Historische en vergelijkende pedagogiek --- Historische en vergelijkende pedagogiek.

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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.

Educational sciences --- onderwijspolitiek