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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Malte Brinkmann

Abstract

Showing the World. Worldliness and Givenness in Education

The article deals with questions of the sociality and mundanity of education from a fundamental-theoretical and phenomenological perspective. Based on Prange’s theory of showing educating as, an ontology of showing oneself as social other and the world, is developed and illustrated with examples of empirical classroom research. The showing of the world happens in the mode of a »fungierende« intentionality (Fink) that allows something to show itself in a difference and a relation to the world that withdraws educational representation.

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Oliver Hechler

Abstract

Education as a Basic Concept of Pedagogy

Education is defined as a basic concept of pedagogy against the background of the need for education and the ability of people to learn. Education reveals itself as a human practice consisting of two distinct but at the same time related operations. Education as a basic concept of pedagogy enables both the unity of the pedagogical discipline and profession as well as the contoured demarcation from neighboring human sciences and can thus emphasize the special knowledge base of pedagogy.

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Ralf Koerrenz

Abstract

Education as Operation. A Critical Theory

The article examines how education can be determined in general and universal terms in the face of modernity and postmodernity. In doing so, the theory of operative pedagogy is taken up and linked with motifs of a critical way of thinking. The thesis is that the operative core of education today can only be formulated with the inclusion of a critical examination of power and domination in society. This leads to the development of education as a multi-perspective steering of learning processes.

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Thinking Education in a Feminist Way

The article asks how education can be thought in a feminist method. At this point, the relationship between education, feminism, politics and theory is introduced. Starting from Chimamanda Ngozi Adichie’s demand on mothers to be subjects and from a stated unequally gendered relationship of care, feminist perspectives on education are outlined (Simone de Beauvoir, Jessica Benjamin, Luce Irigaray, Regina Becker-Schmidt). The article’s aim is to discuss the possibilities and limitations of feminist education.

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Educational Recipes and Educational Recipe Criticism. An Examination of the Educational Discourse on Receptologies

In educational science, pedagogical recipes are predominantly judged critically. However, the bases for this criticism are different. The article gives insights into the educational discourse on recipes for teachers.

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Sabine Seichter

Abstract

On the Pedagogical Relevance of Fiction from a Cultural Studies Perspective

The article analyzes the pedagogical importance of fiction from a cultural studies perspective. Regarding the fictional is as an ›alternative reality‹ and recognizing the limits of both scientific research and secure knowledge (especially in terms of ethics), the fictional (in the extension to the factual) opens up a (cognitive and aesthetic) level of presentation of the possible and thus becomes part of social construction(s). The aim is to show the (anthropological and educational-theoretical) significance of the fictional in the context of an education that is conceived as heterogeneous for theory and practice.

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In: Vierteljahrsschrift für wissenschaftliche Pädagogik