Against the background of the preceding chapters, a comparative view among the dominant educational languages in three Protestant countries, that is, in Germany, Switzerland, and the United States, has become advisable. As an concrete example, I have chosen to look at the language of the academic discipline of education in Germany in the twentieth century, more specifi cally the mainstream of its dominant doctrine, geisteswissenschaftliche Pädagogik, as presented in chapter 9, to oppose it to educational ideas in classical republican cultures.