| 1. |
- Kraus, Anja, 1967-
(author)
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Human Science Pedagogy, Pedagogical Anthropology in School and Didactics Content : A Vision of Education: Grasping Continental European Impulses
- 2020
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In: Session Abstracts.
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Conference paper (peer-reviewed)abstract
- Underpinning all education is an implicit image or ideal of what it is to be human. With its emphasis on “college and career readiness” and on employment in high-demand science, technology, and engineering fields, the language of today’s education appears driven primarily by the ideal of the human as a competitive economic creature (homo economicus). Other important visions of the human would include homo rationalis—the human as a rational being—or homo biologicus—one understood in terms of its neurology and its biological and behavioral evolution. Regardless of their importance, such images of the human are only suggested implicitly in education and in society more broadly. In this presentation, we address this by examining such images explicitly from the perspective of theoretical anthropology—understood as the study (-pology) of the human (anthro-). We begin this paper, however, by outlining the history of this anthropology and by examining how it has been made relevant to education and the study of pedagogy. For example, when seen from this perspective, education itself unavoidably appears as a process of humanization, a way of helping those involved in it to realize their humanity—however it may be defined. In this light, the human can also be seen as a creature above all in need of education. “Man,” as Kant wrote, “is the only creature that must be educated,” but this is only one way of viewing our nature in its relation to education. We argue that these and other visions of what the human is and should be need not only to be made explicit but need to be made a matter of awareness and open deliberation. For ultimately, anthropology shows that we humans are not any one thing; we are able to realize our human potential in the widest variety of ways. In the face of this, the task of education then becomes one of helping the young explore and decide for themselves about who and what they are as humans.Human Science Pedagogy refers to the dominant scholarly approach to education in Germany in the 20th century. It begins with the question, as Friedrich Schleiermacher put it, of what the “older generation actually wants with the younger.” From this, it derives its disciplinary grounding: “the study of pedagogy,” as Wilhelm Dilthey wrote late in the 19th century, “…begin[s] with the description of the educator in his relationship to the student or child”—in other words, of the relationship of representatives of Schleiermacher’s two generations. This relationship, with its focus on the biography and subjectivity of the child, of the student or young person, forms the basis for many of the themes and concerns developed later in Human Science Pedagogy. These range from the notion of educational reality—the place(s) and situations of this relation—to those of pedagogical tact as well as of “personal crises” that inevitably arise in education.Regardless, in the 21st century, Human Science Pedagogy remains ‘a strange case,’ as Jürgen Oelkers has noted: In the Anglophone world, where Gert Biesta has compellingly encouraged scholars to ‘reconsider education as a Geisteswissenschaft’ (a human science), its main themes and the contributions of its central figures remain unknown. For Germans, particularly in more ‘general’ or philosophical areas of educational scholarship (i.e. Allgemeine Pädagogik), this same pedagogy is recognized only insofar as it is critiqued and rejected. Taking this strange situation as its frame, this paper introduces Human Science Pedagogy and its central themes to English-language readers, providing a cursory overview of its history and principal contributors. At the same time, it suggests the contemporary relevance of its themes and questions to both English- and German-language scholarship. This paper concludes with an appeal to both sides of the Atlantic to new or renewed consideration of this pedagogy as a significant and influential source for educational thinking deserving further scholarly attention.
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| 2. |
- Kraus, Anja, 1967-, et al.
(author)
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On the Field of Tension of Media-Related Visual Cultures and the Demands of School : Empowering Teenage Pupils (in Sweden), and the Seeing Glasses as a Development of Camera Ethnography
- 2016
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In: Presented at: 25th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE) at the University of Kassel: „Spaces for Education. Spaces of Education“, Kassel, 13-16 March, 2016.
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Conference paper (peer-reviewed)abstract
- Digital media and adolescents is an emotive issue of pedagogy and Youth Studies. However, there is a lack of empirical studies on the impacts of imaginaries of pupils respectively the way how they visualize being in a technology enhanced classroom and research on the ethical dilemma connected to it (cp. Livingstone 2009). We investigate such impacts in terms of the effects of gazes, creating pedagogically desirable or undesirable relations.The ideal of a childhood and youth free from the influences of digital media is still alive, though it is deeply thwarted by reality, as adolescents are surrounded by media right from the birth and they extensively use it in many different ways. (Cp. http://www.soi2014.se/) As a rather short-circuited consequence they are widely regarded as “competent” users of, and even as pioneers in using digital media. (Cp. Carlsson 2010, Livingstone & Bovill 2001, et al.) This “competence” is extensively used in school by using PCs as a source of information and for ICT-enhanced learning (evaluation of the Swedish campaign “one PC per pupil” see: Fleischer 2013).At the same time, the fast technological development of new digital means and applications leads to a successively reduced control of the contacts of the kids with digital media. There is thus a rather fragile pedagogical frame of the indication of emancipative potentials of digital media. (Cp. Ofcom 2012) This is a problem as there is some evidence that the inventiveness and creativity of the use of digital media by young people is rather restricted; we meet a strong merchandised way of consuming media applications (Livingstone 2009). Furthermore, adolescents easily expose or unmask a person or themselves e.g. in terms of cyberbullying. Beside the competent, routinized and creative use of digital media, there is thus a certain amount of misuse or uncontrolled use of it.In cooperation with the project “Global Perspectives on Learning and Development with Digital Video Editing Media” (see: digitmed.wordpress.com), our qualitative empirical analyses focus the course and interchange of the gazes of pupils in school creating “visual cultures”, in which social in- and exclusions take place and narratives and learning unfold. These “visual cultures” get a digital dimension by being edited as a film. Theoretically, we stick to the growing interest for the “gaze” in digital contexts (Vlieghe 2011, Friesen et al. 2009 et al.) translating the consciously as well as unconsciously experienced field of tension real “gazes” generate (cp. Sartre 2003, Lacan 1981, Foucault 1999) to virtual contexts.In her “camera-ethnographic” approach Mohn (2006) examines possible interactional patterns, interdependencies and entanglements etc. of the gazes within video-graphical social research. Methods and AimsThe Seeing Glasses are spectacles with an inbuilt digital, video and audio recording camera. It is a new way of collecting data within Youth Studies about the contexts on which the wearers of the glasses set their gazes, as well as about reciprocating gazes. During one week pupils of a 9th grade wear the Seeing Glasses during the school lessons (in Sweden). Then, the pupils edit the film material in order to create films about `our life at school´. A stationary camera and participating observations document the classroom context.In our studies we will analyze the course of attention of the youngsters, captured by the Seeing Glasses and investigate their visualizations of eye contacts in editing the film material, recorded by the stationery camera and by participating observation in terms of the mis-én-scenes, and on the educational work connected to it. By doing this, the analytical tools of Camera Ethnography will be used, put at stake and further developed.
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| 3. |
- Kraus, Anja, 1967-
(author)
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Visual Arts Education, Arts Education, Aesthetic Education, Pedagogy of Art(s)? : Naming the Scientific Discipline Dealing With Aesthetic Experiences in the Fields of Education of Today
- 2019
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Conference paper (other academic/artistic)abstract
- Our discipline focuses the pedagogical dealing with aesthetic experiences in the fields of education in the society of today. In scientific regards, this means to take in an individual-specific, as well as a sociological perspective. In my contribution, I will cipher out aesthetic experiences in education from the body-phenomenological perspective introduced by Maurice Merleau-Ponty. However, I will begin with the reference to Jan van Dijk´s (1991) mediologic concept of the “network society”. Then, I will discursively ask the questions, how the keystones of Nordic Visual Arts Education of 2008 can be discussed today and how their reference to European and global respectively UNESCO initiatives can be modelled.
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| 4. |
- Daryan, Nika, et al.
(author)
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Körper und Geschlechtlichkeit. Skizze einer anthropologisch-phänomenologischen Perspektive [Corporality and Gendering. Sketch of an Anthropological-Phänomenological Perspective.]
- 2013
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In: Internationale Zeitschrift für Philosophie und Psychosomatik. - 1869-6880. ; 8:1, s. 1-8
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Journal article (peer-reviewed)abstract
- Ein grundlegender Aspekt des menschlichen Daseins liegt in der geschlechtslogischen Aufspaltung menschlicher Existenz in zwei Kategorien von Körpern.[i] Gegenstand dieses Beitrags ist die Entwicklung einer anthropologisch-phänomenologischen Perspektive auf Geschlechtlichkeit, genauer auf Weiblichkeit.[ii] Unter dieser Perspektive betrachtet steht der menschliche Körper als Ausgangspunkt für die gesellschaftliche Konstitution von Geschlecht im Mittelpunkt geschlechtslogischer Betrachtungen. (Vgl. Wulf 2009b) Gut eingeführt und geläufig ist indes die umgekehrte Sichtweise resp. die Hypothese der Konstitution von Geschlechtlichkeit im Zuge der Vergesellschaftung des Menschen, von deren Darlegung dieser Beitrag seinen Ausgang nimmt.[i] Daneben bestehen geschlechtslogisch hybride Formen wie Transsexualität, Bisexualität etc.[ii] Im Folgenden verwenden wir einen weiten Begriff von Geschlechtlichkeit, der nicht die Differenzierung von gender und sex, d.h. zwischen kulturell und biologisch oder psychisch und körperlich (vgl. Butler 2003) macht. Geschlechtlichkeit bezieht sich in erster Linie auf die körperliche Praxis und auf die Wahrnehmung des Menschen und impliziert damit ein Bündel geschlechtslogischer Phänomene. Sie steht für die Unhintergehbarkeit der körperlichen, leiblichen Existenz des Menschen.
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| 5. |
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Handbuch Schweigendes Wissen : Erziehung, Bildung, Sozialisation und Lernen
- 2017
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Editorial collection (peer-reviewed)abstract
- ,Schweigendes‘ Wissen spielt eine wichtige Rolle für die soziale Praxis. Für die Erziehungswissenschaft bedeutet dies u.a., Konzepte wie Materialität, Raum, Körper und Visualität in den Blick zu nehmen.Schweigendes Wissen spielt in den Feldern von Lernen und Erziehung, Bildung und Sozialisation insofern eine wichtige Rolle, als neben geplanten, rational fassbaren und anderen expliziten Faktoren auch solche das Handeln in diesen Feldern maßgeblich beeinflussen, die nicht artikuliert zugänglich und kognitiv verfügbar sind. Diese Formationen werden als ›implizites‹, ›praktisches‹, ›unbewusstes‹ Wissen oder als ›Know-how‹ bezeichnet. Im Rahmen der Erziehungswissenschaft geht mit deren Beachtung eine Hinwendung zu Konzepten der Macht, Materialität, Raum, Körper, Visualität oder Virtualität einher.
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| 6. |
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Handbuch Schweigendes Wissen : Erziehung, Bildung, Sozialisation und Lernen
- 2021. - 2
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Editorial collection (peer-reviewed)abstract
- ,Schweigendes‘ Wissen spielt eine wichtige Rolle für die soziale Praxis. Für die Erziehungswissenschaft bedeutet dies u.a., Konzepte wie Materialität, Raum, Körper und Visualität in den Blick zu nehmen.Schweigendes Wissen spielt in den Feldern von Lernen und Erziehung, Bildung und Sozialisation insofern eine wichtige Rolle, als neben geplanten, rational fassbaren und anderen expliziten Faktoren auch solche das Handeln in diesen Feldern maßgeblich beeinflussen, die nicht artikuliert zugänglich und kognitiv verfügbar sind. Diese Formationen werden als ›implizites‹, ›praktisches‹, ›unbewusstes‹ Wissen oder als ›Know-how‹ bezeichnet. Im Rahmen der Erziehungswissenschaft geht mit deren Beachtung eine Hinwendung zu Konzepten der Macht, Materialität, Raum, Körper, Visualität oder Virtualität einher.
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| 7. |
- Kraus, Anja, 1967-
(author)
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A Pedagogy of Cultural Awareness : A Phenomenological Approach to Knowledge and Learning
- 2019
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In: Transkulturelle Perspektiven in der Bildung. - Kiel : Peter Lang Publishing Group. - 9783631791004 - 9783631798058 ; , s. 127-135
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Book chapter (peer-reviewed)abstract
- The need to grasp constant personal change forms the core of pedagogy. During adolescence personality is in continuous development: the significance of life situations and environments constantly changes; experiences and background knowledge are featured in new discontinuous ways; and personal abilities, subjective motivations and learning goals alter noticeably. Personality development is shaped by the interaction with cultural difference. Cultural awareness not merely concerns relating and comparing abstract contents of one´s own cultural environment to other such environments, but foremost to understand oneself in foreign terms. Subjective and specific factors play a central role in this developmental process. The very task of pedagogy is to accompany, to grasp, and to bring about personal changes. How can pedagogical progress in terms of a personality development be understood as knowledge-based? This contribution argues against the positivistic view of knowledge and knowledge acquisition that currently predominates. Moreover, it argues that subjective and particular factors in pedagogy can be best understood as tacit knowledge. From this backdrop, it reframes some of pedagogy´s conceptual references. In the interest of intellectual rigor, this reframing is achieved utilizing the body-phenomenological perspective on learning.
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| 8. |
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| 9. |
- Kraus, Anja, 1967-
(author)
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A Vision of Education : Grasping Continental European Impulses
- 2020
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Conference paper (other academic/artistic)abstract
- Pedagogical Anthropology is a (critical) successor to Humanities Pedagogy of the European Continent for around 50 years. Both put people and human values at their center. Greatly simplified and aimed at the school reference, the theory formation of Humanities Pedagogy that continued in Pedagogical Anthropology culminates in the following points: (1) in the paradoxical definition of education as personality development; (2) in the unresolved relationship between pedagogical theory and practice; (3) in the reading of pedagogy in terms of tension.However, in the context of Pedagogical Anthropology, the irreducible openness in the human, the double historicity and thus the broken pedagogical intentionality are emphasized. Another characteristic is (5) the images of human and forms and formats of knowledge, (6) formations of foreignness and the (7) silent dimensions of pedagogy.
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| 10. |
- Kraus, Anja, 1967-
(author)
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A Vision of Education : Grasping Continental European Impulses
- 2021
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In: (Un)pädagogische Visionen für das 21. Jahrhundert / (Non-)Educational Visions for the 21st Century. - : Peter Lang Publishing Group. - 9783631843970 - 9783631852712 ; , s. 219-232
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Book chapter (peer-reviewed)abstract
- This contribution departs from the diagnosis of an increasing politicization of the fields of education in terms of its instrumentalization and bureaucratization, driven especially by means of governmental categories employed in describing what counts as knowledge in the fields of education. In this way, a pedagogical situation is prepared for engineering purposes. These developments awake the desire to return to pedagogy’s roots by changing its ruling categories. This vision is being followed up by e.g. referring to the prominent pedagogical visionary, Jean Jacques Rousseau. By stressing the children’s learning through their actual relationship to the world, at the same time seeing the need to anticipate their yet unknown future, Rousseau was one of those who substantially shaped the tradition of European Continental education and didactics. This tradition will be approached in basic terms. The methodological procedure is rooted in a Continental tradition of philosophical inquiry, with a focus on a historical reconstruction and theoretical analyses of philosophical, epistemological and anthropological assumptions about pedagogy. This work is associated with the European Continental approach of Pedagogical Anthropology, which develops a vision of education by departing from the question of `what it is to be human´.
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