The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought.
The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the “other” and the difference to this “other”. This “other” is traditionally remembered as “God”, but may also be reflected in the motifs of the other person or the other society. The Lost Mirror reminds us
of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Janusz Korczak, Martin Buber, Hannah Arendt, Emmanuel Levinas, Jean-Francois Lyotard and others.
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.
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.
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.
Avowal and Reflection. About the Transcendentality of Formation
We have to think ourselves as free beings. In doing so we also have to acknowledge the factuality of reason, which is the fundament of all formation. In five consecutive steps we want to show, that the never-ending process of formation is essentially accompanied by the unfolding of reason and moral. Thinking about our own thinking therefore not only becomes the key to understand ourselves as reasonable beings, but also to realise the true core of what might be called formation. In the first step we analyse the connection between transcendental philosophy and pedagogy, which is followed by a short illustration regarding the relation between thinking and learning. The third and fourth step deal with the relation of affection and duty as well as the factuality of reason. The acknowledgment of these elements marks – as we call it – the avowal and onset of formation as realising our humanity. We end our draft for a transcendental thinking in pedagogy with an idea of reflection as the implementation of formation.
The ›Geisteswissenschaftliche Pädagogik‹ and Pedagogical Understanding. Reconstructing a Complex Relationship
Hermeneutics and the German pedagogical school named ›Geisteswissenschaftliche Pädagogik‹ seem to be connected naturally. The paper investigates this connection by examining which hermeneutic theories the works of Eduard Spranger and Herman Nohl refer to. We will then trace how these theories of reference are used or reworked to develop a theory of pedagogical understanding. Along such a research design we aim to show that a very specific adaptation of different hermeneutical theories is characteristic for the pedagogical work of the two authors mentioned.