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In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
In: The Lost Mirror – Education in the Hebrew Tradition
Author: Eva Matthes

Abstract

The Relevance of ›Geisteswissenschaftliche Pädagogik‹

The article deals with two central topics of ›Geisteswissenschaftliche Pädagogik‹ – educational relationship and relative educational autonomy – from the perspective of the current relevance of this scientific paradigm. On the one hand, a look at the history of reception is taken and on the other hand the statements are rounded off by the author’s own positioning.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Andreas Köpfe

Abstract

Articulations of Inclusive Education. An Exploration with Stuart Hall

This article deals – on a theoretical basis – with inclusive education which has become a buzz word in the educational discourse. Inclusive education connects with and is (re-)articulated in diverse discourses of educational science. Taking into account the power-sensitive concept of articulation by Stuart Hall, this paper presents diverse social formations which have developed as discursive patterns in inclusive education. These patterns hint at an ambivalent constitution of the inclusive education discourse between structural criticism and functional integration. As a result, implications regarding a critical reflection on approaches in the empirical inclusive education research are formulated.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Rise and Fall of ›Geisteswissenschaftliche Pädagogik‹

Following Wilhelm Dilthey’s differentiation between humanities and natural sciences his students developed a philosophical approach to educational questions and established pedagogy as a self-standing science in German universities after WW1. Many of them cooperated with the National Socialists and did not reflect the inhumanity of political totalitarism in spite of their classical understanding of ›Bildung‹. After the empiric turn in the field of education ›Geisteswissenschaftliche Pädagogik‹ and philosophy lost their influence on educational theories in the second half of the twentieth century.

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