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Die Frage danach, was gute Lehrer*innen ausmacht, wurde schon immer engagiert diskutiert - Friedrich Wilhelm Dörpfelds systematische Überlegungen erlauben einen Einblick in die Diskussion im Deutschland des 19. Jahrhunderts.Die aktuelle Diskussion um die Ausbildung von Lehrer*innen kreist immer auch um die Frage, wie die ideale Lehrperson denkt, handelt und entscheidet. Ausgewählte Überlegungen des Pädagogen Friedrich Wilhelm Dörpfeld zu Lehreridealen, zur Lehrerpersönlichkeit und zum Handeln der idealen Lehrperson werden in diesem Band in Auszügen präsentiert. Weitere Texte führen umfassender in das Werk Dörpfelds, seine Überlegungen zur Verbindung von Schule und Leben sowie Ideen zur Schulverfassung ein. Der Band bietet so eine Möglichkeit, dass Werk von Friedrich Dörpfeld kennenzulernen, auf seine Aktualität zu befragen und eigenständig weiterzudenken.
Lehrer*innenbildung --- Schultheorie --- Schulverfassung --- Schulpolitik --- teacher training --- theory of schooling --- history of education --- philosophy of education --- Dörpfeld, Friedrich Wilhelm,
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This book introduces six pedagogues from the German context to an English-speaking audience, and demonstrates their significant contribution to the field of alternative education. First and foremost, the authors emphasise the importance of understanding the history of education, to realise that in fact what we understand as ‘normal’ today is by no means the only course history could have taken. The quest for alternative ways of schooling goes back to the late eighteenth century, where educational thinkers advocated various approaches in the face of rapid societal change. The chosen six thinkers are not well known in the English-speaking scientific community, and some are even infrequently cited in the German context. In offering an historic and systematic introduction to concepts that can frame Alternative Education in different ways, this book allows the reader to critically reevaluate present forms of education by using the past as a mirror. .
Alternative education. --- Nontraditional education --- Education --- Educational innovations --- Alternative schools --- Experimental methods --- Alternative Education. --- Education—History. --- Education—Philosophy. --- Philosophy and social sciences. --- History of Education. --- Educational Philosophy. --- Philosophy of Education. --- Social sciences and philosophy --- Social sciences --- Teaching --- History. --- Philosophy. --- History
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Kinder und Jugendliche zu Verantwortungsbewusstsein, Friedfertigkeit und Kritikfähigkeit zu befähigen - die Pädagogik der sozialistischen Reformpädagogin Minna Specht (1879-1961) hat viele aktuelle Bezüge. Wie kann trotz der Einschränkung durch Erziehung Freiheit befördert werden? Die systematische Einführung in das Werk von Minna Specht erschließt dieses Kernproblem pädagogischen Handelns. In der Lektüre ausgewählter Schriften Spechts wird gezeigt, dass es in ihrer Pädagogik um die Beförderung von sozialer Freiheit geht. Neben der Theorie und Geschichte der Landerziehungsheime, Spechts Schulversuchen im Exil, der Reeducation nach dem Zweiten Weltkrieg, der Erziehung zum Frieden in einer sich globalisierenden Welt wird auch die von Specht vorgelegte Didaktik des erfahrungsbasierten Lernens thematisiert.
Democracy Education --- Demokratiepädagogik --- Reformpädagogik --- Reeducation --- Progressive Education --- Peace Education --- New Education --- Internationale Erziehung --- International Education --- Global Education --- Friedenspädagogik --- Friedenserziehung
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Welche Ansätze bietet sozialistisches Denken angesichts der mannigfaltigen Krise des Kapitalismus für die Pädagogik? Jenseits dogmatischer Festschreibungen und aus interdisziplinären Perspektiven diskutieren die Beiträger_innen des Bandes diese Frage, indem sie die Idee einer sozialistischen Pädagogik kritisch rekonstruieren. Vor dem Hintergrund sowohl historischer Bezüge als auch postkolonialer und feministischer Kritik problematisieren und aktualisieren sie das Verhältnis von Sozialismus und Pädagogik. »Dieser Band sei [...] allen Leser*innen empfohlen, deren Interesse einem erziehungswissenschaftlichen Diskurs gilt.« Mitteilungen, 1 (2020) »Ein Versuch, eine ›Leerstelle‹ pädagogischer Reflexionen auf die Agenda zu setzen.« Jörg Schlömerkemper, Pädagogik, 11 (2018)
Sozialismus; Pädagogik; Bildung; Erziehung; Demokratie; Gesellschaft; Politik; Bildungstheorie; Bildungsgeschichte; Politische Ideologien; Geschichte des 20. Jahrhunderts; Socialism; Pedagogy; Education; Democracy; Society; Politics; Theory of Education; History of Education; Political Ideologies; History of the 20th Century --- Democracy. --- Education. --- History of Education. --- History of the 20th Century. --- Pedagogy. --- Political Ideologies. --- Politics. --- Society. --- Theory of Education.
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This book examines the European discussion about alternative schooling in the 20th century. It refers to a stream of concepts that are often described as New Education, Progressive Education, Education Nouvelle or Reformpädagogik, and discusses a range of different models of alternative schooling. Exploring the works of a range of continental educational philosophers, including Lietz, Blonsky, Kerschensteiner, Freinet, Decroly and Petersen, the book offers a unique insight into texts not yet translated into English. These educational models are presented with regards to the biographical background of the authors; the crucial elements of their construction; the historical interconnections between schooling, society and culture; and finally their connection to today’s discussions in educational sciences. The book will be highly relevant for researchers and advanced students working on the theory, history and practice of schooling, particularly those with a focus on alternative schooling and the philosophy of education. Ralf Koerrenz is Head of Chair for Historical Education and Global Education at the Friedrich Schiller University Jena, Germany. Annika Blichmann is Research Associate at the Chair for Historical Pedagogy and Global Education at the Friedrich Schiller University Jena, Germany. Sebastian Engelmann is a research associate and lecturer at the Institute for Bildung and Culture at the Friedrich Schiller University Jena, Germany.
Education. --- International education. --- Comparative education. --- Education --- Early Childhood Education. --- Alternative Education. --- History of Education. --- Learning & Instruction. --- Educational Philosophy. --- International and Comparative Education. --- Philosophy. --- History. --- Early childhood education. --- Education-History. --- Alternative schools --- Alternative education --- History --- Nontraditional education --- Educational innovations --- Schools --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Experimental methods --- Child development. --- Education—History. --- Learning. --- Instruction. --- Education—Philosophy. --- International education . --- Child study --- Development, Child --- Developmental biology --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- Development --- Learning, Psychology of. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects
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This book examines the European discussion about alternative schooling in the 20th century. It refers to a stream of concepts that are often described as New Education, Progressive Education, Education Nouvelle or Reformpädagogik, and discusses a range of different models of alternative schooling. Exploring the works of a range of continental educational philosophers, including Lietz, Blonsky, Kerschensteiner, Freinet, Decroly and Petersen, the book offers a unique insight into texts not yet translated into English. These educational models are presented with regards to the biographical background of the authors; the crucial elements of their construction; the historical interconnections between schooling, society and culture; and finally their connection to today’s discussions in educational sciences. The book will be highly relevant for researchers and advanced students working on the theory, history and practice of schooling, particularly those with a focus on alternative schooling and the philosophy of education. Ralf Koerrenz is Head of Chair for Historical Education and Global Education at the Friedrich Schiller University Jena, Germany. Annika Blichmann is Research Associate at the Chair for Historical Pedagogy and Global Education at the Friedrich Schiller University Jena, Germany. Sebastian Engelmann is a research associate and lecturer at the Institute for Bildung and Culture at the Friedrich Schiller University Jena, Germany.
Philosophy --- Philosophy and psychology of culture --- History of education and educational sciences --- Didactics --- Educational systems. Teaching systems --- Teaching --- Kindergarten --- History --- onderwijsfilosofie --- didactiek --- geschiedenis --- onderwijs --- kleuterdidactiek --- peuters --- onderwijsonderzoek --- alternatief onderwijs
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This book shows that education does not only prepare war, but defines its character for future generations. Pointing out the intricate interconnetion with the various practices of education this volume offers in-depth studies of war and education in several chronological and geographical contexts. Tying in with the latest state of the art the authors offer examples for education for war, education in war and education for reconciliation in the aftermath of wars from a global perspective.
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Was liegt (Anti-)Diskriminierung zu Grunde, in welchen Räumen findet sie statt und welche Dimensionen nimmt sie an? Die Beiträger*innen des Bandes widmen sich diesen und den Fragen nach Definition, Ursachen und Wirkungen von verschiedenen Formen der Diskriminierung und nähern sich gleichzeitig einem theoretischen und praktischen Verständnis von Antidiskriminierung. Durch die Verknüpfung von Wissenschaft und Praxis in verschiedenen Textsorten leisten sie nicht nur einen wertvollen Beitrag zur Schärfung gesellschaftlich wirksamer Begrifflichkeiten, sondern sprechen auch explizit sowohl eine wissenschaftliche als auch eine an der praktischen Antidiskriminierungsarbeit interessierte Leser*innenschaft an.
Diskriminierung; Antidiskriminierung; Politik; Gesellschaft; Wissenschaft; Praxis; Begriffsbildung; Verhalten; Konflikt; Empowerment; Queer; Identitätspolitik; Antigenderismus; Behinderung; Rassismus; Racial Profiling; Evangelische Landeskirche; Württemberg; Hochschule; Soziale Ungleichheit; Gender Studies; Pädagogik; Soziologie; Discrimination; Politics; Society; Science; Practice; Conceptualization; Conflict; Identity Politics; Anti-genderism; Disability Studies; Racism; University; Social Inequality; Pedagogy; Sociology; --- Anti-genderism. --- Conceptualization. --- Conflict. --- Disability Studies. --- Empowerment. --- Gender Studies. --- Identity Politics. --- Pedagogy. --- Politics. --- Practice. --- Queer. --- Racial Profiling. --- Racism. --- Science. --- Social Inequality. --- Society. --- Sociology. --- University. --- Württemberg.
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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.
Hebräische Pädagogik --- Hannah Arendt --- Leo Baeck --- Walter Benjamin --- Hebräisches Denken --- Emanuel Levinas --- Agnes Heller
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