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Education, Crisis, Diachronicity and the Transition to a Sustainable Future
This work contributes to education for sustainability with innovative pedagogy and a new conceptual approach. It is based on a realistic assessment of our future in the Anthropocene, based on principles of human security and scientific models of remaining safe operating space. It critiques current approaches to education for sustainability and highlights solutions.
A chapter on the ethics of sustainability education provides the conceptual basis for a taxonomy of learning outcomes and a section on how educators can implement it in the classroom. The book integrates environmental ethics, zero growth and climate mitigation into a blueprint to educate successfully for a Great Transition to a truly sustainable future.
In: Vierteljahrsschrift für wissenschaftliche Pädagogik
In: Vierteljahrsschrift für wissenschaftliche Pädagogik
In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author: Sabine Seichter

Abstract

Body Formations. Or: The Totally ›Normal‹ Human Being

The dream of a perfect and thus optimized human being pervades Western thinking about education from the very beginning. Numerous chapters throughout the history of education demonstrate that all pedagogical efforts have always been directed towards creating the perfect child, to be then considered the normal child. The concept of optimization and thus also of fantasizing about body production is also considered.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik

Abstract

Teaching as an Offer for Contextualisation. Reflections on General Didactics from a Learning Theory Perspective

The article deals with the question how general didactics can meet the challenges lying before their future development. There is sought for an approach that does not look on either learning or teaching but on both sides at the same time. This approach is supposed to avoid the problems of a learner centered view, the constructivist microperspective general didactics confronts with. The understanding of learning as interwoven with teaching is made possible by Gregory Bateson’s learning theory. Bateson sees learning as a phenomenon of communication and thus, by communication, allows to combine teaching with learning. To understand this better, the approach of Bateson is explained with a focus in its central concept, the ›context‹. Whether under this systemical umbrella all fields of general didactics are able to be integrated is discussed, ranging from micro to macro perspective.

In: Vierteljahrsschrift für wissenschaftliche Pädagogik