Courses

Enrollment

via OPAL from 30.09.2024, 10:00

Course description

Based on the examination of the logic of action of pedagogical practice and the clarification of possible basic operational forms of pedagogical action, the lecture aims to develop the prerequisites for being able to critically assess the special characteristics of pedagogy and its ethical foundations in the future professional field. Based on the reconstruction of the constitutive conditions of pedagogical action, the question is pursued under which conditions a social practice can be described as pedagogical. The focus is on the relationship between education, recognition and vulnerability as well as education, justice and participation and the limits of pedagogical action are discussed on the basis of selected problematizations (e.g. education and violence, education and foreignness).

Enrollment

via OPAL from 30.09.2024, 10:00

Course description

Based on the examination of the logic of action of pedagogical practice and the clarification of possible basic operational forms of pedagogical action, the lecture aims to develop the prerequisites for being able to critically assess the special characteristics of pedagogy and its ethical foundations in the future professional field. Based on the reconstruction of the constitutive conditions of pedagogical action, the question is pursued under which conditions a social practice can be described as pedagogical. The focus is on the relationship between education, recognition and vulnerability as well as education, justice and participation and the limits of pedagogical action are discussed on the basis of selected problematizations (e.g. education and violence, education and foreignness).

Enrolment

via OPAL from 30.09.2024, 10:00

Course description

Based on the examination of the logic of action of pedagogical practice and the clarification of possible basic operational forms of pedagogical action, the lecture aims to develop the prerequisites for being able to critically assess the special characteristics of pedagogy and its ethical foundations in the future professional field. Based on the reconstruction of the constitutive conditions of pedagogical action, the question is pursued under which conditions a social practice can be described as pedagogical. The focus will be on the relationship between education, recognition and vulnerability as well as education, justice and participation and the limits of pedagogical action will be discussed on the basis of selected problematizations (e.g. education and violence, education and foreignness).

Literature

• The literature will be announced in the course.

Enrolment

via OPAL from 30.09.2024, 10:00

Description

The concept of power has a broad spectrum of meaning in pedagogy, ranging from the violent subjugation of those to be educated to a responsible and respectful approach to the educational relationship in order to strengthen adolescents in their expectations of self-efficacy. In the seminar, we will deal with the significance of power for pedagogical action on the basis of a conceptual clarification and at the same time develop a critical set of tools to recognize and prevent abuse of power at an early stage. These considerations will then be concretized in a critical examination of pedagogical punishment.

Literature

• The literature will be announced in the course.

Enrolment

via OPAL from 30.09.2024, 10:00

Course description

The examination colloquium serves as preparation for the state examination for students of Teacher Training - Secondary Schools. Based on the basic pedagogical paradox formulated by Kant, "how do I cultivate freedom in the face of coercion", the seminar will discuss selected educational theories with regard to the question of the justification of education. Against this background, it will be clarified which means of education and which pedagogical forms of action are legitimate in practice.
The acquisition of a certificate of achievement is not planned in the examination colloquium.

Literature

• The literature will be announced in the course.

Enrollment

via OPAL

Description

Every pedagogical concept and action, every system of educational theory, every pedagogy is based on a very specific view of the human being. This conception, according to Otto Friedrich Bollnow, "forms the unified center from which all individual traits have emerged and in which they are interrelated" (Bollnow 2013, p. 132f.). It is only from this center, or from this particular conception of being human, that both theoretical and practical pedagogical ideas and actions can be understood. With a sharpened, pedagogical-anthropological view, we will approach the basic concepts of educational science - upbringing, education and socialization - in this exercise and deepen them by questioning selected theoretical concepts with regard to their underlying images of humanity.

Enrollment

via OPAL

Description

Every pedagogical concept and action, every system of educational theory, every pedagogy is based on a very specific view of the human being. This conception, according to Otto Friedrich Bollnow, "forms the unified center from which all individual traits have emerged and in which they are interrelated" (Bollnow 2013, p. 132f.). It is only from this center, or from this particular conception of being human, that both theoretical and practical pedagogical ideas and actions can be understood. With a sharpened, pedagogical-anthropological view, we will approach the basic concepts of educational science - upbringing, education and socialization - in this exercise and deepen them by questioning selected theoretical concepts with regard to their underlying images of humanity.

Enrollment

via OPAL

Description

In the wake of protest movements such as "Fridays for Future", the concept of "key problems" by educational theorist Wolfgang Klafki has suddenly become topical again. In addition to the environmental question, which already appears in Klafki's work, the key problems are a catalog of the fundamental problems of people within a society and epoch, which can represent a binding orientation framework for teaching. For Klafki, these key problems represent a coherent framework for socialization mechanisms as structural problems typical of the epoch.

The direct connection of educational content to teaching contexts has often been accompanied by critical educational theory discourses on the usability or even economization of education. In the seminar, the relevance of school as a place of socialization is flanked by critical reflections on the value of education. The latter is based on the argumentation of a history of decay (Humboldt/education - Adorno/half-education -Liessmann/uneducation) (Wimmer 2014).

Wimmer, M. (2014). Antihumanism, transhumanism, posthumanism: Education after its end. Yearbook for Pedagogy, 2014(1), 237-265.

Enrollment

via OPAL

Description

follows

Enrollment

via OPAL

Course description

The exercise systematically deals with topics from educational practice. In terms of educational philosophy, the course will ask what subjectivity, autonomy, justice and recognition mean in an educational context. In addition, the concepts of inclusion, indoctrination and paternalism will be critically examined.

Enrollment

 via OPAL

Course description

The exercise systematically deals with topics from educational practice. In terms of educational philosophy, the course will ask what subjectivity, autonomy, justice and recognition mean in an educational context. In addition, the concepts of inclusion, indoctrination and paternalism will be critically examined.

Enrollment

via OPAL

Course description

The exercise systematically deals with topics from educational practice. In terms of educational philosophy, the course will ask what subjectivity, autonomy, justice and recognition mean in an educational context. In addition, the concepts of inclusion, indoctrination and paternalism will be critically examined.

Enrollment

via OPAL

Course description

The exercise systematically deals with topics from educational practice. In terms of educational philosophy, the course will ask what subjectivity, autonomy, justice and recognition mean in an educational context. In addition, the concepts of inclusion, indoctrination and paternalism will be critically examined.

Enrollment

via OPAL

Course description

In this exercise, the concept of recognition is examined in relation to educational, upbringing and socialization processes. The central question of how recognition can contribute to self-development and the development of the world will be addressed. In addition, the importance of recognition relationships for educationally beneficial teaching will be presented in more detail.

Enrollment

 via OPAL

Course description

In this exercise, the concept of recognition is examined in relation to educational, upbringing and socialization processes. The central question of how recognition can contribute to self-development and the development of the world will be addressed. In addition, the importance of recognition relationships for educationally beneficial teaching will be presented in more detail.

Enrollment

via OPAL

Course description

In this exercise, the concept of recognition is examined in relation to educational, upbringing and socialization processes. It will address the central question of how recognition can contribute to self-development and the development of the world. In addition, the importance of recognition relationships for educationally beneficial teaching will be presented in more detail.

Enrollment

via OPAL

Course description

In this exercise, the concept of recognition is examined in relation to educational, upbringing and socialization processes. It will address the central question of how recognition can contribute to self-development and the development of the world. In addition, the importance of recognition relationships for educationally beneficial teaching will be presented in more detail.

Enrolment

via OPAL

Course description

Education is often understood as a lifelong, never-ending process of personal development. In the seminar, the concept of education will be examined in its diverse understanding. Both classical authors (Plato, Humboldt, Kant and Nietzsche) and modern thinkers (K. Stojanov, Bieri, J. Drerup) will be discussed. The following questions, among others, will be addressed: What is the goal of education? How can education enable people to become autonomous beings? What is an educated person?

Enrolment

via OPAL

Description

Education as a process of the development of the human personality aims at the autonomy of the subject. The seminar will address the following questions: What exactly does it mean to think and act autonomously? Is it even possible to be autonomous when other people are constantly influencing us and defining our lives?

Enrolment

via OPAL

Description

Education as a process of the development of the human personality aims at the autonomy of the subject. The seminar will address the following questions: What exactly does it mean to think and act autonomously? Is it even possible to be autonomous when other people are constantly influencing us and defining our lives?