 |
Prof. Dr. Andreas Wernet Institute of Education, Leibniz University Hannover |
 |
Prof. David Berliner Emeritus and Professor, Arizona State University, USA |
 |
Prof. Dr. Uwe Schmidt Johannes Gutenberg-Universität Mainz |
Andreas Wernet was an outstanding scholar whose work on reconstructive educational research, educational casuistry, and research on schools and professions earned recognition far beyond the German-speaking world. After studying sociology at the Technische Hochschule Darmstadt and at Goethe University Frankfurt am Main and receiving his doctorate in 1995, he completed his habilitation at the University of Potsdam in 2003. In 2007, he was appointed Professor of School Pedagogy at Leibniz University Hannover, where he remained until the end of his life.
His scholarly work is distinguished by theoretical depth and a consistent interest in reconstructing pedagogical practice. Through his work on professionalization, particularly in the second phase of teacher education (the Referendariat), on questions of school socialization, and on classroom interaction, he made significant contributions to theory-building in educational science, especially in the field of school pedagogy.
His publications on the interpretive technique of objective hermeneutics and on case understanding, as well as his textbooks and methods books, have opened up important approaches to reconstructive teaching and research for generations of students and researchers. As co-editor of the Pädagogische Fallanthologie, through his work for the journal Sozialer Sinn, and above all through the Fallwerkstatt Rekonstruktive Bildungsforschung (Case Workshop for Reconstructive Educational Research) that he led, he promoted the methodologically grounded interpretation of empirical case material and open scholarly exchange. His high academic standards always went hand in hand with a willingness to share his expertise and to support other researchers.
In recent years, Andreas Wernet accompanied and enriched the qualitative work of our project, as well as the DFG Research Unit CORE as a whole, with his outstanding methodological and theoretical expertise. His insightful perspectives, his openness in scholarly dialogue, and his readiness to engage intensively with our questions and analytical challenges were invaluable to our joint work. Without his support and his valuable suggestions, our analyses would have lacked important insights.
Beyond his scholarly achievements, we will remember Andreas as an exceptionally kind, attentive, and modest person. He combined intellectual brilliance with human warmth and was a valued conversation partner for us. His death leaves a great void, both professionally and personally.
We will remember him with deep gratitude and personal affection. Our thoughts and heartfelt condolences go out to his family and to all who knew him, valued him, and will now miss him.
For the DFG Research Group CORE (FOR 5404)
Olga Troitschanskaia, Carla Schelle und Mita Banerjee
On September 26, 2025, the field of educational research lost one of its most influential and distinguished voices: David C. Berliner passed away in the United States at the age of 87. His intellectual vision, critical acumen, and unwavering commitment to public education shaped educational research, practice, and policy for more than half a century. His passing represents a profound loss to the international educational research community.
David C. Berliner was Regents’ Professor Emeritus of Education at Arizona State University. Over the course of his distinguished career, he taught and conducted research at numerous renowned institutions, including the University of Arizona, the University of Massachusetts, Stanford University, and universities in Australia, the Netherlands, Spain, and Switzerland. His scholarly reputation was matched by his international presence and influence.
David Berliner was elected to both the National Academy of Education and the International Academy of Education, and served as president of the American Educational Research Association (AERA) as well as the Division of Educational Psychology of the American Psychological Association (APA). His leadership in these professional communities reflected his enduring commitment to strengthening educational research as both a scientific and a public endeavor.
His contributions to scholarship were wide-ranging and deeply impactful. His work helped to shape key areas of educational research, particularly teacher education and school reform. Among his internationally acclaimed publications are the standard textbook Educational Psychology (six editions, with Nathaniel L. Gage), The Manufactured Crisis (with B. J. Biddle), 50 Myths and Lies That Threaten America’s Public Schools (with Gene V. Glass), and Collateral Damage: How High-Stakes Testing Corrupts American Education (with Sharon Nichols). Through these and many other writings, he persistently challenged unfounded policy claims, defended the professional expertise of teachers, and advocated for evidence-informed educational practice.
For his lifetime achievements, David Berliner received numerous prestigious awards, including the Brock International Prize in Education, the AERA Award for Distinguished Contributions to Education, and the E. L. Thorndike Award of the APA. These honors attest to the breadth and depth of his influence as a researcher, educator, and public intellectual.
We had the privilege of collaborating with David Berliner over many years. He was an incisive thinker, a generous colleague, and a deeply humane presence in every scholarly exchange. Over the past decade, he served on the International Research Advisory Board of the PLATO (Positive Learning in the Age of Information) project, where his concept of warranted knowledge in the digital age played a decisive role in shaping the theoretical foundations for a framework of positive learning. He also introduced a powerful perspective through his idea of modeling for seeking truth in educational policy classrooms. This vision continues to shape the goals of our DFG-funded research group CORE (Critical Online Reasoning in Higher Education), whose International Research Advisory Board he joined in 2023. His emphasis on exemplary modeling as a pedagogical strategy for fostering truth-seeking has significantly enriched our work on cultivating COR skills.
David Berliner was far more than a distinguished scholar. He was a wonderful person, a cherished friend, a generous mentor, and a thoughtful interlocutor. Through his tireless engagement, intellectual openness, and warmth, he inspired generations of researchers. Until his very last months, he remained actively involved in multiple projects, leaving a lasting imprint on our work and on the field of educational research as a whole.
David Berliner’s passing leaves a deep and painful void - professionally and personally. We will remember him with profound gratitude, admiration, and affection. His legacy will continue to inspire educational researchers around the world for many years to come.
Olga Troitschanskaia
on behalf of colleagues in the PLATO Project and the CORE Research Group
The PLATO program as well as the newly established DFG research unit CORE (FOR 5404) mourns the passing of our brilliant colleague and principal investigator Prof. Dr. Uwe Schmidt, who left us much too soon on December 18, 2023, at the age of 63.
Uwe was an outstanding, internationally renowned sociologist and higher education researcher. He was the Director of the Center for Quality Assurance and Development at Johannes Gutenberg University Mainz (since 2012) and of the office of the Evaluation Association of Institutes of Higher Education (for Southwest Germany). He was a member of the Commission of Institutional Evaluation of FIBAA, of the German Council of Science and Humanities, and (since 2018) a permanent guest in an Advisory Capacity of the German Accreditation Council.
Under his leadership, important milestones in higher education research and practice were achieved, including - but not limited to - the expansion of the mapping to include types of higher education institutions outside the state universities and the reintroduction of degree programs in small subjects into this mapping. In the field of higher education research, Uwe Schmidt headed several successful third-funded projects, including projects within the PLATO program and one project within the new DFG research unit CORE. Despite his recent serious illness, Uwe Schmidt remained actively involved in various interdisciplinary projects, including PLATO and CORE. His unwavering dedication was instrumental in the success of these endeavors.
In his numerous national and international projects and corresponding publications, his particular focus lay with questions of complex interrelationships of study success and quality development in higher education. His outstanding research work is relevant for many domains and helped substantially to reduce deficits and desiderata in national and international empirical research in the field of higher education.
Uwe's contribution to higher education research, practice, and policy is truly remarkable despite his relatively young academic age. In addition, he consistently demonstrated enthusiastic support for the promotion of young researchers. His academic legacy is significant and his work will undoubtedly inspire many generations to come. With his untimely passing, we mourn the loss of an excellent, dedicated, border-crossing researcher in the interdisciplinary community of higher education, as well as a wonderful colleague and friend. His academic work has a strong appeal and will remain an example of an innovative future-oriented research vision in higher education and beyond.
In deep sorrow and silent appreciation, we would like to bid a fond academic farewell to our Fellow Uwe Schmidt. We hope that the family and friends of Uwe Schmidt can find solace in knowing that his contributions enriched the lives of so many people and that his work will continue to influence the field for many years to come.
For the PLATO program and the FOR CORE, Olga Troitschanskaia