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In: Archiv für katholisches Kirchenrecht
In: Archiv für katholisches Kirchenrecht
In: Archiv für katholisches Kirchenrecht

Abstract

Archive-Fever. Critical Memory Work in Educational Science

In order to sketch out the contours of critical memory work in education, we introduce the archive as a place and expression of a simultaneous production of knowledge and ignorance. In his text, »Archive Fever« (1997), Derrida links the archive and memory as individual and collective points of reference for the preservation and erasure of the past. Supplementing these ideas with Walter Benjamin’s ›Eingedenken‹ and Gayatri Chakravorty Spivak’s ›affirmative sabotage‹ alike, a critical memory work is drafted offering a fresh way of intervening in and working with the pedagogical archive and archives in pedagogy.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author:

Abstract

›Bildung‹, History and Memory: About the Relation of Traditions and ›Bildung‹ – a Case Study

The paper deals with a specific episode in the development of the german ›Erziehungs- wissenschaft‹, i.e., the transformation of the ›geisteswissenschaftliche Pädagogik‹ into an ›emancipatory‹ social science in the fifties and early sixties of the 20th century. By following the biographical lines of Klaus Mollenhauer, who wanted to transform the concepts of ›Bildung‹ and ›Pädagogik‹, the paper itself intends to show what an emancipatory ›geisteswissenschaftlicher‹ approach could look like.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author:

Abstract

Didactics 5.0 – A Didactic Theory as a Challenge for the Digitalized World Society. A Systematic and Reflective Description of Didactic Development

This paper develops a didactic theory for a future-oriented teaching and learning. In facing drastic social changes, the increasing young people refuse to meet their social responsibilities or even withdraw from any social contacts, though almost all of them have usually completed secondary education with sufficient grades. At the same time, the school didactics should ask how the practical handling of the social changes can be explained theoretically. On the other hand, Japan has conceptualized a new image of the future society as the ›Super Smart Society (Society 5.0)‹. This research is asking what it means for teaching and learning. In this context, this paper describes the didactic problems and challenges in Japan, before a new didactic model should be developed and explained in detail.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik