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‘Education as a Geisteswissenschaft:’ an introduction to human science pedagogy

Published on Jan 13, 2020in Journal of Curriculum Studies1.42
· DOI :10.1080/00220272.2019.1705917
Norm Friesen17
Estimated H-index: 17
(BSU: Boise State University)
Abstract
ABSTRACTHuman Science Pedagogy is ‘a strange case,’ as Jurgen Oelkers has recently noted: In the Anglophone world, where Gert Biesta has compellingly encouraged scholars to ‘reconsider education as...
  • References (12)
  • Citations (0)
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In this essay Gert Biesta asks what the humanities can contribute to the field of teacher education. In addressing this question he turns to the idea of education as a Geisteswissenschaft as it was developed in the German-speaking context in the first decades of the twentieth century. In this conception, education is configured as an interested academic discipline that engages with normative questions concerning the telos of education and does so with a focus on meaningful human action rather th...
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In this paper I focus on a split within the field of educational research between those who approach education as an activity or practice governed by cause–effect relationships and those who see education as a human event of communication, meaning making and interpretation. Rather than just arguing against the former and in favour of the latter view, I outline a way forward in which the question of how education works and how it can be made to work better is considered a legitimate question, but...
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Im Folgenden sollen sowohl ruckblickend auf wichtige epistemologische Ertrage der bisherigen Forschungen als auch vorausblickend auf aktuelle Entwicklungen in der anthropologischen Forschungslandschaft Paradigmen und Perspektiven der neueren Padagogischen Anthropologie dargestellt werden. Dabei werden insbesondere Uberlegungen der Einleitung und des ersten Kapitels uber die „Zugange“ eine wichtige Rolle spielen, doch sollen diese noch einmal anders strukturiert und akzentuiert werden.
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#1Jani KoskelaH-Index: 1
This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the c...
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#1Gert Biesta (University of Stirling)H-Index: 49
In the English-speaking world educational research is often conceived as the interdisciplinary study of educational processes and practices. Hence research in education strongly relies on theoretical input from a range of different academic disciplines. What is virtually absent in this construction of the field is the idea of education as an academic discipline in its own right. The latter idea does however play a prominent role in the way in which the field of educational studies has developed ...
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#1Jan Masschelein (Katholieke Universiteit Leuven)H-Index: 22
#2Maarten Simons (Katholieke Universiteit Leuven)H-Index: 19
This article takes up a text that Ranciere published shortly after The Ignorant School Master appeared in French, ‘Ecole, production, egalite’[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as primordially ...
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