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It explains how Cold War pressures narrowed socio-humanistic teaching and promoted STEM, increasing measurability and advancing psychologisation, standardisation, economisation, and globalisation. It concludes that current reforms often reflect these legacies, sometimes clashing with humanistic pedagogy and didactic traditions of Bildung.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the paper link the Cold War to changes in national curricula?","Question",{"text":63,"@type":64},"It analyzes how Cold War political and social pressures influenced curricula, including reductions in socio-humanistic content and stronger emphasis on natural sciences and mathematics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role do OECD and behavioral psychology play in the described educational reforms?",{"text":68,"@type":64},"The paper examines the emergence of OECD and the influence of behavioral psychology, arguing that together they contributed to later directions in educational reform and reform rationales.",{"name":70,"@type":61,"acceptedAnswer":71},"Which educational trends does the study associate with Cold War heritage?",{"text":72,"@type":64},"It connects the Cold War military and technological race to the adoption of STEM, along with the measurability of learning outcomes that fostered psychologisation, standardisation, economisation, and 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Reforms  \nTomislav Topolovčan*1 and Snježana Dubovicki2  \n• 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.  \nKeywords: cold war, educational reform, humanistic-oriented curriculum, OECD, PISA  \n1 *Corresponding Author. Faculty of Teacher Education, University of Zagreb, Croatia; [tomislav.topolovcan@ufzg.hr](tomislav.topolovcan@ufzg.hr).  \n2 Faculty of Education, Josip Juraj Strossmayer University of Osijek, Croatia.  \n12 the heritage of the cold war in contemporary curricula and educational reforms  \nDediščina hladne vojne v sodobnih učnih načrtih inizobraževalnih prenovah  \nTomislav Topolovčan in Snježana Dubovicki  \n• V tem prispevku analiziramo učinke hladne vojne na nacionalne kurikulume in izobraževalne prenove v drugi polovici 20. stoletja s poudarkomna 21. stoletju, pri čemer smo uporabili teoretično-kritičen in zgodovinski pristop. Prikazani so kontekst obdobja po drugi svetovni vojni ter začetek hladne vojne ter družbene in politične spremembe, pomembneza izobraževanje, ki so jih spodbudile vojne. Prav tako smo analizirali ustanovitev mednarodne Organizacije za gospodarsko sodelovanje inrazvoj (OECD) (ki se ne osredinja na izobraževanje, ampak na gospodarstvo) in vlogo vedenjske psihologije, ki sta osvetlili njun pomen zapoznejše izobraževalne prenove. Pojasnjena je bila tudi vloga hladnevojne pri krčenju družbeno-humanističnih učnih vsebin ter vpeljevanju naravoslovja in matematike. Sinteza analiziranih vidikov kaže, dasta vojaška in tehnološka tekma hladne vojne učinkovali na področje STEM in merljivost učnih rezultatov, kar je vplivalo na psihologizacijo, standardizacijo, ekonomizacijo in na globalizacijo izobraževanja. Večina zdajšnjih (ne)uspešnih nacionalnih izobraževalnih in kurikularnih prenov se je začela v tej smeri ter ni upoštevala socialnih, kulturnih in zgodovinskih značilnosti posameznih držav. Te spremembe somočno vplivale na pedagogiko, za katero se zdi, da humanistični pristop nasprotuje drugim pristopom. V nekaterih izobraževalnih sistemih jeviden odmik od ","cbCaiaqbc2slfWQ0","https://ap.wps.com/l/cbCaiaqbc2slfWQ0","pdf",190263,22,"English","# Introduction\n## The Cold War’s impact on curricula and reforms\n## OECD, behavioral psychology, and policy directions\n## STEM implementation and the legacy in education","[{\"question\":\"How does the paper link the Cold War to changes in national curricula?\",\"answer\":\"It analyzes how Cold War political and social pressures influenced curricula, including reductions in socio-humanistic content and stronger emphasis on natural sciences and mathematics.\"},{\"question\":\"What role do OECD and behavioral psychology play in the described educational reforms?\",\"answer\":\"The paper examines the emergence of OECD and the influence of behavioral psychology, arguing that together they contributed to later directions in educational reform and reform rationales.\"},{\"question\":\"Which educational trends does the study associate with Cold War heritage?\",\"answer\":\"It connects the Cold War military and technological race to the adoption of STEM, along with the measurability of learning outcomes that fostered psychologisation, standardisation, economisation, and globalisation of education.\"}]","The Heritage of the Cold War in Contemporary Curricula and Educational Reforms | PDF",1792086364,55]