In the 1970s and early 1980s German historians of society, led by Wehler and Jürgen Kocka at the " Bielefeld school " gained dominance in Germany by applying both modernization theories and social science methods.

The first is that Wehler credits leaders such as Admiral Alfred von Tirpitz and Prince Bernhard von Bülow with a greater degree of vision then what they in fact possessed The second is that many of the pressure groups on the right who advocated an imperialist policy for Germany were not the creations of the government, and in fact often demanded far more aggressive policies then what the government was willing to undertake The third was that many of these imperialist lobbying groups demanded a policy of political and social reform at home, in addition to imperialism abroad Eley argued that what is required in thinking about social imperialism is a broader picture with an interaction from above and below, and a wider view of the relationship between imperialism abroad and domestic politics.

Wehler has argued that Germany was the only nation to be created in Western Europe through a military " revolution from above ", which happened to occur at the same time that the agricultural revolution was fading and the Industrial Revolution was beginning in Central Europe.

The first is that Wehler credits leaders such as Admiral Alfred von Tirpitz and Prince Bernhard von Bülow with a greater degree of vision than they in fact possessed The second is that many of the right-wing pressure groups who advocated an imperialist policy for Germany were not government creations, and in fact often demanded far more aggressive policies then the government was willing to undertake The third was that many of the groups advocating imperialism demanded a policy of political and social reform at home to complement imperialism abroad Eley argued that what is required in thinking about social imperialism is a broader picture with an interaction between above and below, and a wider view of the relationship between imperialism abroad and domestic politics

* Wehler, Hans-Ulrich " Bismarck's Imperialism 1862 – 1890 " Past and Present, No. 48, August 1970. pages 119 – 155 online edition

* 1931 – Hans-Ulrich Wehler, German historian

Wehler has advocated an approach he calls Historische Sozialwissenschaft ( Historical Social Science ), which favors integrating elements of history, sociology, economics and anthropology to study in a holistic fashion long-term social changes in a society In Wehler's view, Germany between 1871 – 1945 was dominated by a social structure which retarded modernization in some areas while allowing it in others.

" Wehler, Hans-Ulrich " pages 1289 – 1290 in The Encyclopedia of Historians and Historical Writing, Volume 2 edited by Kelly Boyd, Fitzroy Dearborn Publishers, London, 1999.

In the course of the 1960s, however, some German historians ( notably Hans-Ulrich Wehler and his cohort ) began to rebel against this idea, instead suggesting a " Primacy of Domestic Politics " ( Primat der Innenpolitik ), in which the insecurities of ( in this case German ) domestic policy drove the creation of foreign policy.

* Hans-Ulrich Wehler ( b. 1931 ), 19th century Germany, Bielefeld School

: A Polemical Essay about the ' Historikerstreit ), in which Wehler criticized every aspect of Nolte's views, and in which Wehler called the Historikerstreit a " political struggle " for the historical understanding of the German past between " a cartel devoted to repressing and excusing " the memory of the Nazi years, of which Nolte was the chief member, against " the representatives of a liberal-democratic politics, of an enlightened, self-critical position, of a rationality which is critical of ideology ".

Wehler is one of the foremost advocates of the “ Berlin War Party ” historical school, which assigns the sole and exclusive responsibility for World War I to the German government.

* Wehler, Hans-Ulrich " Bismarck's Imperialism 1862-1890 ," Past & Present, ( 1970 ) 48: 119-55 online

* Wehler, Hans-Ulrich " Bismarck's Imperialism " pages 119-115 from Past and Present, Volume 48, 1970.

Modernization theory was presented by Hans-Ulrich Wehler ( 1931-) and his Bielefeld School as the way to transform " traditional " German history, that is, national political history, centered on a few " great men ," into an integrated and comparative history of German society encompassing societal structures outside politics.

Hans-Ulrich Wehler, a leader of the Bielefeld School of social history, places the origins of Germany's path to disaster in the 1860s-1870s, when economic modernization took place, but political modernization did not happen and the old Prussian rural elite remained in firm control of the army, diplomacy and the civil service.

The faculty of history launched the " Bielefeld School " of Social History under Hans-Ulrich Wehler, while the Laborschule and Center for Interdisciplinary Research ( ZiF ) are projects of the faculty of educational science.

Hans-Ulrich Wehler ( born September 11, 1931 in Freudenberg, Westphalia ) is a German historian known for his role in promoting social history through the " Bielefeld School ", and for his critical studies of 19th century Germany.

Wehler and his colleagues Jürgen Kocka and Reinhart Koselleck founded the Bielefeld School of historical analysis.

Wehler is a leader of the so-called Bielefeld School, a group of historians who use the methods of the social sciences to analyze history.

Modernization theory was presented by Wehler and the Bielefeld School as the way to transform " traditional " German history, that is, national political history, centered on a few " great men ," into an integrated and comparative history of German society encompassing societal structures outside politics.

* Schulin, Ernst " Friedrich Meinecke " from Deutsche Historiker, edited by Hans-Ulrich Wehler, Göttingen: Vandenhoeck & Ruprecht, 1971.

Recognizing the importance of modernizing forces in industry and the economy and in the cultural realm, Wehler argues that reactionary traditionalism dominated the political hierarchy of power in Germany, as well as social mentalities and in class relations ( Klassenhabitus ).

Recognizing the importance of modernizing forces in industry and the economy and in the cultural realm, Wehler argues that reactionary traditionalism dominated the political hierarchy of power in Germany, as well as social mentalities and in class relations ( Klassenhabitus ).

( After graduation from the University of Chicago, Paula taught for two years in the normal school at Valley City, North Dakota, then two years at Princeton ( Illinois ) Township High School.

The push-up itself can be taught by starting at the top of the push-up with legs spread wide.

By using instruments of gradually increasing size, the vagina is gently, and with minimum pain at each stage, taught to yield to an object of the appropriate shape.

`` I did not perceive this essential distinction either, First-Born '', Hesperus said at once, `` I was only practicing a concept that Jack taught me, called a deal ''.

Secretary Hart had taught Jack, at least partially, to be content with small beginnings in all diplomatic matters ; ;

He taught French for a year at Eton, where Eric Blair ( later to become George Orwell ) and Stephen Runciman were among his pupils, but was remembered as an incompetent and hopeless teacher who couldn ’ t keep discipline.

Furthermore, each individual speaker has their own style of signing depending on various factors, such as where they went to school, if they were mainstreamed ( see Mainstreaming ( education )), who taught them ASL, at what age they learned ASL, and how active they are in the Deaf Community.

When infants are taught to sign, parents are able to converse with them at a developmental stage when they are not yet capable of producing vocal speech, which requires fine control of both breathing and the vocal tract.

However, there is an interesting contrast between the belief that exposure of signs to a hearing infant will aid them in language development, whereas a deaf infant at times must show the inability to learn an oral language before they are taught sign language.

With de Broglie's suggestion of the existence of electron matter waves in 1924, and for a short time before the full 1926 Schrödinger equation treatment of hydrogen like atom, a Bohr electron " wavelength " could be seen to be a function of its momentum, and thus a Bohr orbiting electron was seen to orbit in a circle at a multiple of its half-wavelength ( this historically incorrect Bohr model is still occasionally taught to students ).

Arians taught that the pre-incarnate Jesus was a divine being created by ( and therefore inferior to ) God the Father at some point, before which the Son did not exist.

The school taught only reading, writing, and spelling and he left this school at the age of 10. At age 13, his uncle, Reverend Tillotson Bronson, invited Alcott into his home in Cheshire, Connecticut to be educated and prepared for college.

Though the only accounts of his lectures seem to show a sort of eccentric style and approach, he was said to have been good friends with many other masters at the school in Paris, and taught there, as well as some time in southern France, into his old age.

Selected to fill the position of lecturer at Cologne, Germany, where the Dominicans had a house, he taught for several years there, at Regensburg, Freiburg, Strasbourg and Hildesheim.

He was the pupil and successor of Gorgias and taught at Athens at the same time as Isocrates, whose rival and opponent he was.

He was a native of Aphrodisias in Caria, and lived and taught in Athens at the beginning of the 3rd century, where he held a position as head of the Peripatetic school.

The mercy that Christ infused into Mosaic Law underlies the injury tariffs that figure so prominently in barbarian law codes, since Christian synods " established, through that mercy which Christ taught, that for almost every misdeed at the first offence secular lords might with their permission receive without sin the monetary compensation, which they then fixed.

He taught philosophy and theology at the University of Paris and enjoyed a great reputation as a subtle dialectician ; his lectures developing the philosophy of Aristotle attracted a large circle of hearers.

He was a pupil of Proclus in Athens, and taught at Alexandria for most of his life, writing commentaries on Plato, Aristotle, and other philosophers.

For two years, he taught undergraduate mathematics at Lehigh University.

He taught at the Universidade de São Paulo, 1945 – 47, where he worked with Oscar Zariski.

He taught at the University of Chicago from 1947 to 1958, before spending the remainder of his career at the Institute for Advanced Study.