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- Castner, Daniel, et al.
(författare)
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Discussing the Emperor’s New Clothes – the Metaphysics of Neoliberal Policy and Educational Conversation
- 2023
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Ingår i: Vierteljahrsschrift für wissenschaftliche Pädagogik. - 0507-7230 .- 2589-0581. ; 99:2, s. 229-245
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Tidskriftsartikel (refereegranskat)abstract
- In this article, the text genre of educational policies of today are identified as ›neoliberal metaphysics‹ and as bare of pedagogical reality. They lack human depth and interdisciplinary breadth. By taking stand in the approach of Hans-Georg Gadamer, a German philosopher of the so called continental tradition, this paper refers civil engagement, education and Bildung to the principles of interpersonal conversation as a mode of ›creating theory within practice‹. Considering conversational relationality in terms of pedagogical responsibility, also the ›dignity of pedagogical practice‹ is explained. Gadamer’s hermeneutic-phenomenological conception of conversation is compared with an approach to language advanced by the American pragmatist, Richard Rorty. Both approaches amount to the conversational character of pedagogy instead of accountability policy that addresses purpose and compliance.
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| 3. |
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Initiating Learning
- 2012
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In current pedagogical theories and their diverse practical applications the explicit decisions on settings of teaching and learning processes rule the field, such as the subjects, schedules, tasks, social settings of learning. Governmental or cybernetic theory where the focus is on explicit issues, factors and didactic models has a great impact on European education, its theories, its practices and its systems.Seen from a phenomenological perspective, learning processes are never at hand or evident (Meyer-Drawe 2004). Even though the result of our learning might be obvious, we actually do not know how we learn something. The learning process as such is inevitably hidden. Furthermore, a learning process is not only governed by its tasks and conscious motives, but also by implicit and unspoken attitudes and mindsets. It is stimulated by implicit meanings of spoken and written statements, by tacit expressions of bodily communication and interaction, by aesthetical framings as e.g. iconic activities and objects and by the un-verbalized resources and limitations of commodities, tools and architectural environments etc.Following this argumentation, on the one hand concepts of learning, literacy, competence and attention are discussed. On the other hand, theories on teaching and on teacher education are developed.
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| 4. |
- Kraus, Anja, 1967-, et al.
(författare)
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A Historical Introduction to Continental Pedagogics from a North American Perspective
- 2024
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Ingår i: Educational Theory. - 0013-2004 .- 1741-5446. ; 74:2, s. 201-223
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to serve as an introductory discussion of the European Continental tradition of pedagogics, specifically from a North American perspective. It begins with an overview of the Continental tradition and its main figures. Here, we find a philosophical and, thus, language-sensitive attitude toward the human, the child; and a specific pedagogical terminology, i.e., descriptions and interpretations about the reality of education, such as educational practices, goals, norms, and organizational forms of educational institutions. John Dewey's educational theories exemplify the North American perspective on Continental pedagogics and its study of the fundamental nature of knowledge, reality, and existence. Dewey's writings diverge notably from this tradition, as he integrated into his work American pragmatism and an interest in the scientific method, an interest that plays a role in today's policy trends in the United States and elsewhere. Then again, Dewey took a critical stand toward instrumentalizing pedagogics for political aims. On this point, the German-born political philosopher Hannah Arendt agreed with him. As Arendt can be seen as an example of a Continental perspective on philosophy that includes a strong warning to separate politics and education, she relates to Dewey's argument against instrumentalization. Thus, this article also features some of her work. The overall intention is to contribute to a renewal of a language for pedagogics by delineating a historical-philosophical perspective on this specific field of professional practice.
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| 5. |
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| 6. |
- Kraus, Anja, 1967-
(författare)
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Alterity and Emotions : Heterogeneous Learning Conditions and Embodiment
- 2022
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Ingår i: The Palgrave Handbook of Embodiment and Learning. - Cham : Springer Nature. - 9783030930004 - 9783030930011 ; , s. 277-290
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Bokkapitel (refereegranskat)abstract
- According to the phrase ‘meet the learners where they are’, learning depends on a learner’s personal, social and cultural preconditions. In a classroom, an unforeseeable, broad variety of emotions is triggered in each pupil, such as the dream of acting without constraint, as well as experiences of alterity, even of violence. These attributes, thoughts and emotions mostly stay inside the body—hidden, overshadowed, repressed and tacit. Classroom education strives more explicitly to integrate the learner into a social group and culture, and then it usually addresses normalization and adaptation to given social rules. Considering emotions as well as practices of embodiment in learning situations, offers a way to give pupils freedom to make decisions for their own lives in educational contexts.
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| 7. |
- Kraus, Anja, 1967-
(författare)
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Anforderungen an eine Wissenschaft für die Lehrer/innen/bildung
- 2018
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Ingår i: vorausgesetzt. Kunst/Pädagogik und ihre Bedingungen. - Berlin : Revolver. - 9783957633897 ; , s. 22-22
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Bokkapitel (refereegranskat)abstract
- Erstaunlich ist, dass seit jeher sehr viel darüber spekuliert wurde, was Pädagogik und Didaktik erreichen sollen, wir aber wenig über Praktiken, auch unterrichtlicher Praktiken in den pädagogischen Feldern wissen. Die neue erziehungswissenschaftliche Praktikenforschung gibt sich gerade erst eine Form, ist aber noch weit entfernt davon, Mainstream zu sein. Entsprechend theoriearm sind bislang praxisorientierte Ansätze zur Lehrer(innen)bildung.
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| 8. |
- Kraus, Anja, 1967-
(författare)
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Applying the Phenomenological Method to Qualitative Research in Educational Sciences
- 2015. - 1
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Ingår i: Children's Perspective on School, Teaching and Learning. - : LIT Verlag. - 9783643906786 ; , s. 45-58
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Bokkapitel (refereegranskat)abstract
- There is no doubt, that the endeavor of grasping how children acquire the world co-interpreting it and participating actively in its constitution is indispensable and central within Educational Sciences. Anyway, it raises some theoretical and methodological questions. Already in marking these out, possible solutions are indicated. Having developed answers to similar theoretical, methodological and methodical questions since a hundred years, phenomenology, resp. body-phenomenology suits as an adequate interpretative backdrop for these solutions.
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| 9. |
- Kraus, Anja, 1967-
(författare)
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Beforschen, was auch der Fall ist
- 2011
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Ingår i: Conference „Was der Fall ist´ – Fallarbeit in Bildungsforschung und Lehrerbildung“ University Hildesheim.
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Konferensbidrag (refereegranskat)abstract
- Theorien über Unterricht beziehen sich prinzipiell zumeist auf Aspekte, die das Unterrichtsgeschehen offensichtlich und direkt bestimmen. Im Unterricht werden Lernziele mit Inhalten verknüpft und Phasen einer Erarbeitung konzipiert. Geplant erfolgen der Einsatz von Methoden, Medien, Strategien der Gesprächsführung etc. und die Leistungsbeurteilung legitimiert sich durch eine Zielorientierung. Bestimmte Interaktions- und Kooperationsformen der Schüler(innen) und ihr Lernen werden in der Planung antizipiert und bewusst initiiert.Neben durch designten Unterricht gesteuerten Lernprozessen bleiben zusätzliche Einflussfaktoren des Unterrichts häufig unterbelichtet.Es stellt ein Surplus der Fallforschung gegenüber anderen Forschungsansätzen dar, dass sie es deutlich machten kann, dass solche implizite Faktoren eine sehr wichtige Rolle in Bezug auf individuelle Lernprozesse wie auch für die zugehörigen Wirkungszusammenhänge und somit überhaupt für das gute oder schlechte Funktionieren des geplanten Unterrichts spielen.Das Wirkungsfeld körpersprachlicher Aspekte der Interaktion zwischen Lehrer(inne)n und Schüler(inne)n, ihre Metakommunikationen 'zwischen den Zeilen' der Unterrichtskommunikation, die Gestalt und Einrichtung des Klassenzimmers, die Werkzeuge der Unterrichtsarbeit, die neuen Medien etc. werden von Philip W. Jackson im Jahr 1969 als sog. 'heimliche Lehrplan' beschrieben. Bernd Hackl hat den Begriff der 'unthematischen' Faktoren des Unterrichts in dies Diskussion eingebracht, womit nicht nur die institutionell verfasste Struktur des Schulsystems, sondern auch habituelle Strukturen der einzelnen Akteure, die Schulkultur, Zeit- und Raumstrukturen und didaktische Werkzeuge in den Blick geraten.Zur Erforschung insbesondere der latenten Sinnstrukturen sprachlicher Unterrichtskommunikationen hat sich bereits eine Tradition der rekonstruktiven Unterrichtsforschung etabliert, die an methodologische Vorleistungen aus verwandten sozialwissenschaftlichen Disziplinen anknüpft. Wenngleich solche erste anspruchsvolle Versuche bereits vorliegen, fehlen ausgearbeitete Konzepte zu einer Methodologie der Rekonstruktion im Speziellen leiblicher und ikonischer Bedeutungsphänomene des Unterrichtsgeschehens. An einem Beispiel soll gezeigt werden, inwiefern eine leibphänomenologisch ausgerichtete Fallforschung die Möglichkeit bietet, dieses Desiderat der Forschung anzugehen.
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| 10. |
- Kraus, Anja, 1967-
(författare)
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Die explikative Aufmerksamkeit als Ereignismodus
- 2008
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Ingår i: Körperlichkeit in der Schule. - Oberhausen : Athena Verlag. - 9783898963404 ; , s. 151-184
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Bokkapitel (refereegranskat)abstract
- The term attention has a wide spectrum of meaning. Attention is understood as a disposition, sensualistically- intellectually as a composition of contents of consciousness, as a competence or an ability, a cognitive activity or even as an act of will. Attention has been the subject of the empirical psychological and later on educational scientific research since the 19th century. Within the framework of empirical approaches the focus has been mainly laid on the possibilities of a cognitive regulation and manipulation of attention.The empirical study, which I would like to present on here, has it’s foundations in theory of perception. It uses a research device that belongs to the field of “Artistic Research”. I see the opportunity to put the phenomenological term attention, which has been brought out within this empirical study, in relation to various types of learning that thus can be interpreted as physiologically imparted. These hypothetical correspondences are to be pre-modelled extract-wise in conclusion.
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