Courses

Enrollment

from 25.03.2024 via OPAL

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

from 25.03.2024 via OPAL

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

from 22.03.2024 via OPAL

Description

The striving for recognition is an anthropological constant of human existence, as the development of an individual's identity is essentially determined by the conditions of recognition in which they find themselves. In his book "The Adventure of Living Together", Cvetan Todorov even compares the importance of social recognition to the "need to breathe" (p. 74). In this seminar, we will look at the prerequisites and conditions of pedagogical action for shaping successful relationships of recognition. Based on the theoretical conceptualization of the concept of culture(s) and the experience of difference in intercultural and transcultural contexts, we will pursue the question of how learning processes can be successfully initiated within this framework. In addition, the pedagogical discourse on the design of recognition relationships will be analyzed on a discourse-analytical basis using selected examples from teaching and learning materials, so that the introduction to discourse analysis forms a constitutive part of the seminar.

Literature

• The literature will be announced in the course.

Enrolment

from 22.03.2024 via OPAL

Course description

At first glance, education and violence appear to be mutually exclusive, as education is primarily aimed at the well-being of children and young people. However, a look at the history of pedagogy shows that the danger of pedagogical action turning into inhumane action is a central problem of pedagogy. Another problem lies in the question of how to deal with the violent actions of children and young people from a pedagogical perspective. In this seminar, we will take a theoretical approach to the concept of violence as our starting point and examine the critical self-reflection of pedagogical action with regard to the instrumentalization of the vulnerability of children and young people using examples of disciplinary intervention strategies in pedagogical practice. In the critical discussion, the justification of these approaches in terms of educational theory and professional ethics will be examined. The examination of the justifications for disciplinary intervention practices will be based on discourse analysis, so that the introduction to discourse analysis forms a constitutive part of the seminar.

Literature

• The literature will be announced in the course.

Enrollment

from 22.03.2024 via OPAL

Course description

At first glance, education and violence appear to be mutually exclusive, as education is primarily aimed at the well-being of children and young people. However, a look at the history of pedagogy shows that the danger of pedagogical action turning into inhumane action is a central problem of pedagogy. Another problem lies in the question of how to deal with the violent behavior of children and young people from a pedagogical perspective. In this seminar, we will take a theoretical approach to the concept of violence as our starting point and examine the critical self-reflection of pedagogical action with regard to the instrumentalization of the vulnerability of children and young people using examples of disciplinary intervention strategies in pedagogical practice. In the critical discussion, the justification of these approaches in terms of educational theory and professional ethics will be examined. The examination of the justifications for disciplinary intervention practices will be based on discourse analysis, so that the introduction to discourse analysis forms a constitutive part of the seminar.

Literature

• The literature will be announced in the course.

Enrollment

from 25.03.2024 via OPAL

Course description

Every pedagogical concept and action, every system of educational theory, every pedagogy is based on a very specific view of the human being. According to Otto Friedrich Bollnow, this conception "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 view of the human condition, 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

from 25.023.2024 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. According to Otto Friedrich Bollnow, this conception "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 view of the human condition, 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.

Enrolment

none

Course description

We deal with people on a daily basis, both in our everyday lives and in educational theory and practice: We educate and teach children and young people, advise, inform and help adult women and men. So when we ask about the anthropological conditions of upbringing and education, we are asking about nothing other than ourselves, about the human being or human existence. What is the human being? What characterizes him? What drives them? Is man essentially a homo sapiens, a homo faber, an animal rationale, a homo ludens or a homo absconditus? With all its complex, paradoxical and contradictory facets, man is a great mystery to himself. Or to put it even more clearly, in the words of Eugen Fink: "Of everything that lives and breathes on earth and under the heavens, man is the greatest enigma" (Fink 1978, p. 35). In order to pursue this riddle, to find answers to what distinguishes us humans, what our position in the world is, we will use selected texts in the seminar to deal with basic philosophical as well as pedagogical-anthropological questions and concepts.

Enrollment

from 25.03.2024 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.

Enrolment

none

Organizational matters via OPAL

Course description

School in Germany is still characterized by subject teaching. As transformers of socially legitimized knowledge, these subjects also serve as a general principle for ordering school-relevant knowledge. But why is this so? Why are school subjects the natural order of things and not projects, interdisciplinary teaching, etc.? How did a principle that is so recognized today come to be formed? "They (school subjects) are the result of a development of curricula away from the teaching of a single world view, a moral-religious, comprehensive understanding of education, towards teaching structured according to subjects. (De Vincenti 2015, p. 64). "This seminar attempts to understand subjects differently, as political entities with peculiarities of legitimation, knowledge selection, world interpretation and social power. It deals fundamentally with the history and ideology of the inconspicuous idea of structuring schools into subjects.

Enrollment

from 25.03.2024 via OPAL

Description

"Every pedagogical action already creates selection" (Luhmann). The implementation of pedagogical ideals such as inclusion must always be aware of the social distribution of power in order to define a space of possibility in pedagogical practice. In the late 1960s, no one presented a comparably powerful critique of society and education as Pierre Bourdieu, which uncovered the understanding of power and inequality mechanisms in the school system. His conceptual tools (habitus, social field, capitals) can be used to gain critical insights into both the education system and society as a whole in order to take up a reflective pedagogical practice in the sense of raising awareness.

Along Bourdieu's writings, educational theory classics and educational policy reforms will be examined. The aim is to create a critical awareness of educational processes among the seminar participants.

Enrollment

from 25.03.2024 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

from 25.03.2024 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

from 25.03.2024 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

from 25.03.2024 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

from 25.03.2024 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

from 25.39.2024 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

from 25.03.2024 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

from 25.03.2024 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

from 25.03.2024 via OPAL

Course description

The exercise deals with the fundamental question: What norms should educational institutions and pedagogical action be imbued with so that they can be described as just, i.e. so that they can be considered morally legitimate? Various concepts of educational justice will be critically analyzed and presented (performance justice, participation justice, recognition justice).

Enrollment

from 25.03.2024 via OPAL

Course description

The exercise deals with the fundamental question: What norms should educational institutions and pedagogical action be imbued with so that they can be described as just, i.e. so that they can be considered morally legitimate? Various concepts of educational justice will be critically analyzed and presented (performance justice, participation justice, recognition justice).

Enrolment

from 18.03.2024 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?

Einschreibung

ab 18.03.2024 via OPAL

Beschreibung

Das Prüfungskolloquium dient der Vorbereitung auf das Staatsexamen für Studierende der Lehrämter an Oberschulen und Gymnasien. Ausgehend von dem aufklärerischen Verständnis von Bildung als Selbstbewusstsein, praktische Selbstbestimmung und Selbstzweckhaftigkeit soll der Begriff in seiner heutigen Bedeutung für die pädagogische Praxis diskutiert werden. Im Seminar werden ausgewählte Bildungstheorien vor dem Hintergrund des Begriffspaares Subjektivität und Macht untersucht.Das Seminar wird für alle die Studierenden angeboten, die sich auf die Staatsexamensklausur in diesem Bereich vorbereiten möchten. Der Erwerb eines Leistungsnachweises ist im Prüfungskolloquium nicht vorgesehen.

Enrolment

18.03.2024, 10:00 via OPAL

Description

"Let [your pupil] always believe that he is the master, but in reality he is the master himself. There is no more perfect subjection than that to which one grants the appearance of freedom" (J.-J. Rousseau). In this seminar, the concepts of education and power will be examined more closely. Do we have the power to determine our lives autonomously? What powers are at work in schools? Do educational processes have a subjugating function?