Question: Who was influential in education from the country where the organization that intervened with mediation for governments was located?

full_context: Document 1: Switzerland: Apart from the United Nations headquarters, the Swiss Confederation is host to many UN agencies, like the World Health Organization (WHO), the International Labour Organization (ILO), the International Telecommunication Union (ITU), the United Nations High Commissioner for Refugees (UNHCR) and about 200 other international organisations, including the World Trade Organization and the World Intellectual Property Organization. The annual meetings of the World Economic Forum in Davos bring together top international business and political leaders from Switzerland and foreign countries to discuss important issues facing the world, including health and the environment. Additionally the headquarters of the Bank for International Settlements (BIS) are located in Basel since 1930.
Document 2: Age of Enlightenment: The predominant educational psychology from the 1750s onward, especially in northern European countries was associationism, the notion that the mind associates or dissociates ideas through repeated routines. In addition to being conducive to Enlightenment ideologies of liberty, self-determination and personal responsibility, it offered a practical theory of the mind that allowed teachers to transform longstanding forms of print and manuscript culture into effective graphic tools of learning for the lower and middle orders of society. Children were taught to memorize facts through oral and graphic methods that originated during the Renaissance.
Document 3: Palace of Nations: The Palace of Nations (, ) is the home of the United Nations Office at Geneva, located in Geneva, Switzerland. It was built between 1929 and 1938 to serve as the headquarters of the League of Nations. It has served as the home of the United Nations Office at Geneva since 1946 when the Secretary-General of the United Nations signed a Headquarters Agreement with the Swiss authorities, although Switzerland did not become a member of the United Nations until 2002.
Document 4: Idealism: Beginning with Immanuel Kant, German idealists such as G. W. F. Hegel, Johann Gottlieb Fichte, Friedrich Wilhelm Joseph Schelling, and Arthur Schopenhauer dominated 19th-century philosophy. This tradition, which emphasized the mental or "ideal" character of all phenomena, gave birth to idealistic and subjectivist schools ranging from British idealism to phenomenalism to existentialism. The historical influence of this branch of idealism remains central even to the schools that rejected its metaphysical assumptions, such as Marxism, pragmatism and positivism.
Document 5: Colombian conflict: The Colombian conflict began in the mid-1960s and is a low - intensity asymmetric war between Colombian governments, paramilitary groups, crime syndicates, and far - left guerrillas such as the Revolutionary Armed Forces of Colombia (FARC), and the National Liberation Army (ELN), fighting each other to increase their influence in Colombian territory. Two of the most important international actors that have contributed to the Colombian conflict are multinational companies and the United States.
Document 6: Education: While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative education, which have in the recent years grown in numbers in the US and gained greater importance in its public education system.
Document 7: Switzerland: A large number of international institutions have their seats in Switzerland, in part because of its policy of neutrality. Geneva is the birthplace of the Red Cross and Red Crescent Movement and the Geneva Conventions and, since 2006, hosts the United Nations Human Rights Council. Even though Switzerland is one of the most recent countries to have joined the United Nations, the Palace of Nations in Geneva is the second biggest centre for the United Nations after New York, and Switzerland was a founding member and home to the League of Nations.
Document 8: League of Nations: Following a long record of instigating localised conflicts throughout the 1930s, Japan began a full-scale invasion of China on 7 July 1937. On 12 September, the Chinese representative, Wellington Koo, appealed to the League for international intervention. Western countries were sympathetic to the Chinese in their struggle, particularly in their stubborn defence of Shanghai, a city with a substantial number of foreigners. The League was unable to provide any practical measures; on 4 October, it turned the case over to the Nine Power Treaty Conference.
Document 9: Education: In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel's approach to early childhood education in 19th-century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich.
Document 10: Panama Canal Zone: The Spanish -- American War of 1898 added new life to the canal debate. During the war, American warships in the Atlantic seeking to reach battle zones in the Pacific had been forced to round Cape Horn. Influential naval pundits, such as Captain Alfred Thayer Mahan, urged the construction of a Central American canal. In 1902, with the French efforts moribund, US President Theodore Roosevelt backed the Panama route, and Congress passed legislation authorizing him to purchase the French assets on the condition that an agreement was reached with Colombia. In March 1902, Colombia set its terms for such a treaty: Colombia was to be sovereign over the canal, which would be policed by Colombians paid for by the United States. The host nation would receive a larger percentage of the tolls than provided for in earlier draft treaties. The draft terms were quickly rejected by American officials. Roosevelt was in a hurry to secure the treaty; the Colombians, to whom the French property would revert in 1904, were not. Negotiations dragged on into 1903, during which time there was unrest in Panama City and Colón; the United States sent in Marines to guard the trains. Nevertheless, in early 1903, the United States and Colombia signed a treaty which, despite Colombia's previous objections, gave the United States a 6 miles (9.7 km) wide zone in which it could deploy troops with Colombian consent. On August 12, 1903, the Colombian Senate voted down the treaty 24 -- 0.
Document 11: Humboldtian model of higher education: The concept of holistic academic education (compare Bildung) was an idea of Wilhelm von Humboldt, a Prussian philosopher, government functionary and diplomat. As a privy councillor in the Interior Ministry, he reformed the Prussian school and university system according to humanist principles. He founded the University of Berlin (now the Humboldt University of Berlin) and appointed distinguished scholars to teach and research there. Several scholars have called him the most influential education official in German history. Humboldt sought to create an educational system based on unbiased knowledge and analysis, combining research and teaching and allowing students to choose their own course of study. The University of Berlin was later named after him and his brother, naturalist Alexander von Humboldt.
Document 12: Switzerland: Traditionally, Switzerland avoids alliances that might entail military, political, or direct economic action and has been neutral since the end of its expansion in 1515. Its policy of neutrality was internationally recognised at the Congress of Vienna in 1815. Only in 2002 did Switzerland become a full member of the United Nations and it was the first state to join it by referendum. Switzerland maintains diplomatic relations with almost all countries and historically has served as an intermediary between other states. Switzerland is not a member of the European Union; the Swiss people have consistently rejected membership since the early 1990s. However, Switzerland does participate in the Schengen Area.
Document 13: Switzerland: The establishment of the Swiss Confederation is traditionally dated to 1 August 1291, which is celebrated annually as the Swiss National Day. The country has a long history of armed neutrality—it has not been in a state of war internationally since 1815—and did not join the United Nations until 2002. Nevertheless, it pursues an active foreign policy and is frequently involved in peace-building processes around the world. In addition to being the birthplace of the Red Cross, Switzerland is home to numerous international organizations, including the second largest UN office. On the European level, it is a founding member of the European Free Trade Association, but notably it is not part of the European Union, nor the European Economic Area. However the country does participate in the Schengen Area and the EU's single market through a number of bilateral treaties.
Document 14: League of Nations: There were several border conflicts between Colombia and Peru in the early part of the 20th century, and in 1922, their governments signed the Salomón-Lozano Treaty in an attempt to resolve them. As part of this treaty, the border town of Leticia and its surrounding area was ceded from Peru to Colombia, giving Colombia access to the Amazon River. On 1 September 1932, business leaders from Peruvian rubber and sugar industries who had lost land, as a result, organised an armed takeover of Leticia. At first, the Peruvian government did not recognise the military takeover, but President of Peru Luis Sánchez Cerro decided to resist a Colombian re-occupation. The Peruvian Army occupied Leticia, leading to an armed conflict between the two nations. After months of diplomatic negotiations, the governments accepted mediation by the League of Nations, and their representatives presented their cases before the Council. A provisional peace agreement, signed by both parties in May 1933, provided for the League to assume control of the disputed territory while bilateral negotiations proceeded. In May 1934, a final peace agreement was signed, resulting in the return of Leticia to Colombia, a formal apology from Peru for the 1932 invasion, demilitarisation of the area around Leticia, free navigation on the Amazon and Putumayo Rivers, and a pledge of non-aggression.
Document 15: League of Nations: The World Disarmament Conference was convened by the League of Nations in Geneva in 1932, with representatives from 60 states. A one - year moratorium on the expansion of armaments, later extended by a few months, was proposed at the start of the conference. The Disarmament Commission obtained initial agreement from France, Italy, Spain, Japan, and Britain to limit the size of their navies. The Kellogg -- Briand Pact, facilitated by the commission in 1928, failed in its objective of outlawing war. Ultimately, the Commission failed to halt the military build - up by Germany, Italy, Spain and Japan during the 1930s. The League was mostly silent in the face of major events leading to the Second World War, such as Hitler's remilitarisation of the Rhineland, occupation of the Sudetenland and Anschluss of Austria, which had been forbidden by the Treaty of Versailles. In fact, League members themselves re-armed. In 1933, Japan simply withdrew from the League rather than submit to its judgement, as did Germany the same year (using the failure of the World Disarmament Conference to agree to arms parity between France and Germany as a pretext), Italy and Spain in 1937. The final significant act of the League was to expel the Soviet Union in December 1939 after it invaded Finland.
ground_truth: Johann Heinrich Pestalozzi
sub_queries: Who intervened with mediation for the governments? Answer: the League of Nations
Where is the League of Nations located? Answer: Switzerland
Who from Switzerland was an influential in education? Answer: Johann Heinrich Pestalozzi