
Contents
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13 Globalization, Uncertainty, and the Returns to Education Over the Life Course in Modern Societies
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Introduction Introduction
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Differentiation Through Self-Referentiality: The Education System of the Functionally Differentiated Society Differentiation Through Self-Referentiality: The Education System of the Functionally Differentiated Society
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Conversion of the Educational Setting to Self-Reference Conversion of the Educational Setting to Self-Reference
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Pedagogical Goals of the Education System Pedagogical Goals of the Education System
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All-Around Education (Bildung): Pedagogy Diverges From Social Aims All-Around Education (Bildung): Pedagogy Diverges From Social Aims
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Dependence and Autonomy: State Performances for the Education System Dependence and Autonomy: State Performances for the Education System
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Organizational Formation and Full Inclusion Through State Performances Organizational Formation and Full Inclusion Through State Performances
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Relevance of Educational Goals to Society Through State Target Setting Relevance of Educational Goals to Society Through State Target Setting
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Diligence and Piety Through One-Class Primary School Education (Volksschule) Diligence and Piety Through One-Class Primary School Education (Volksschule)
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All-Around Education in Grammar School Education (Gymnasium) All-Around Education in Grammar School Education (Gymnasium)
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System Autonomy: Dealing With Constraints System Autonomy: Dealing With Constraints
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Institutionalised Early Childhood Education Institutionalised Early Childhood Education
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The State’s Lack of Interest in Early Childhood Education The State’s Lack of Interest in Early Childhood Education
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Early Childhood School and Kindergarten in the 19th Century Early Childhood School and Kindergarten in the 19th Century
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Education Leading to Moral Perfection Education Leading to Moral Perfection
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Education Leading to General Human Formation Education Leading to General Human Formation
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Family Childhood for All Family Childhood for All
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Redrawing What Counts as Education: Globalization and Education Redrawing What Counts as Education: Globalization and Education
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Political Imperative: Education for a Rapidly Changing Society Political Imperative: Education for a Rapidly Changing Society
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Reconfiguring What Counts as Early Childhood Education Reconfiguring What Counts as Early Childhood Education
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The Young Child in the Context of Recurrent Education The Young Child in the Context of Recurrent Education
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The Adaptive Educational Process: Shifting to Reflexivity The Adaptive Educational Process: Shifting to Reflexivity
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On the Learning Ability of the Educational Processes of Early Childhood Education On the Learning Ability of the Educational Processes of Early Childhood Education
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Early Childhood Education: School-Oriented Educational Program, with the Ability to Learn Early Childhood Education: School-Oriented Educational Program, with the Ability to Learn
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Global Guidelines for the Adaptive Education Process: Observation as a Pedagogical Instrument Global Guidelines for the Adaptive Education Process: Observation as a Pedagogical Instrument
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Person Categories of the Adaptive Educational Interaction in Early Childhood Education Person Categories of the Adaptive Educational Interaction in Early Childhood Education
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Conclusion Conclusion
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Acknowledgments Acknowledgments
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Notes Notes
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References References
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42 Economic Globalization and Evolution of Education Spending in the Brazilian Federation, 2013–2019
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19 Redrawing What Counts as Education: The Impact of the Global Early Childhood Education Program on German Kindergarten
Get accessChristine Weinbach, University of Bonn
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Published:23 October 2023
Cite
Abstract
This chapter focuses on the constitutive dependence of the education system on the performance of the political system. It shows that the recent redrawing of what counts as institutionalized early childhood education in Germany largely originate in the impulses of global organizations in the political system of world society. These early childhood educational institutions operated for centuries at the margins of the formal education system, and they were only relatively recently incorporated into the core of the system. In the course of this development, the global program of early childhood education replaced a system that privileged the simulation of familial environments over pedagogical achievement, and it was designed from the start as a learning process that brings together pedagogical and social objectives.
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