| 1. |
- Kraus, Anja, 1967-, et al.
(författare)
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A HISTORICAL INTRODUCTION TO CONTINENTAL PEDAGOGICSFROM A NORTH AMERICAN PERSPECTIVE
- 2024
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Ingår i: Educational Theory. - 0013-2004 .- 1741-5446.
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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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| 2. |
- Kraus, Anja, 1967-, et al.
(författare)
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Continental Pedagogics from a Northern American Perspective : A Language for Practical Pedagogy
- 2021
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Konferensbidrag (refereegranskat)abstract
- How do we give practical pedagogy a language? This question forms the ground for a new interest of Anglo-American educational discourse in the continental tradition of pedagogics. Contemporary Anglo-American discourse makes little explicit reference to the continental tradition. Traces can be seen in Dewey’s work – we will come back to this. In North American educational discourse, education has always been submitted to society. Contemporary education scholarship in the U.S. has developed in a self-understanding way since the establishment of the What Works Clearinghouse in 2002 to as a digital library of ‘evidence-based’ or instrumental programs that ‘work’ for success in high academic outcomes, or, in another dominant approach, after the civil rights era, with critical perspectives on societal inequities that address the needs of increasingly culturally diverse students. The terminology, thus, refers to innovation, interventions, and economic metrics, on the one hand, or to cultural sensitivity and critique of social inequities, on the other hand, all of which have a normative and socio-political perspective. In this paper, we draw on continental pedagogics to develop a common language for a new cross-national dialogue about practical pedagogy.
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| 3. |
- Kraus, Anja, 1967-
(författare)
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Symposium Introduction : A Cross-National Dialogue about Education and Pedagogy
- 2024
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Ingår i: Educational Theory. - 0013-2004 .- 1741-5446. ; 74:2, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- This symposium features papers from scholars engaged in a cross-national study and dialogue about education and pedagogy. In a time of increasing politicization and instrumentalization of education, as well as increasing diversity and digitalization, we seek to go forward with education theorizing and practice by (re)considering education’s scholarly, theoretical, and practical roots. The scholars in this symposium have engaged in hermeneutic readings of US education and curriculum theorizing in relation to Continental thinkers who directly and indirectly influenced their approach to education. By reading historical texts in the contemporary moment, we seek to emphasize the role of education theory in reconceiving pedagogy. The need for this task has been expressed in recent publications including Miranda Jefferson and Michael Anderson’s Transforming Education, Bill Green and Per-Olof Erixon’s Rethinking Education in a Global Era, among many others. The main objective of this symposium is to bring breadth and depth to a study of education theorizing by drawing from the hermeneutic study of classic texts in the context of cross-national dialogue. We begin this introduction with a brief exploration of education studies in the US context, and then turn our attention to the German perspective on education studies. The last two sections explain our methodology and introduce the papers in this issue.
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| 4. |
- Kraus, Anja, 1967-
(författare)
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Symposium Introduction : A Cross-National Dialogue about Education and Pedagogy
- 2024
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Ingår i: Educational Theory. - 0013-2004 .- 1741-5446. ; , s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- This symposium features papers from scholars engaged in a cross-national studyand dialogue about education and pedagogy. In a time of increasing politicization and instrumentalization of education, as well as increasing diversity anddigitalization, we seek to go forward with education theorizing and practiceby (re)considering education’s scholarly, theoretical, and practical roots. Thescholars in this symposium have engaged in hermeneutic readings of US educationand curriculum theorizing in relation to Continental thinkers who directly andindirectly influenced their approach to education. By reading historical texts inthe contemporary moment, we seek to emphasize the role of education theoryin reconceiving pedagogy.
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| 5. |
- Kraus, Anja, 1967-, et al.
(författare)
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The ›Educational Journey‹ (Towne) and ›Bildungsreise‹ (von Goethe) in the Face of ›Inactivity‹
- 2023
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Ingår i: Vierteljahrsschrift für wissenschaftliche Pädagogik. - 0507-7230 .- 2589-0581. ; 99:4, s. 529-544
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Tidskriftsartikel (refereegranskat)abstract
- Anhand des historischen Konzepts der Bildungsreise werden Möglichkeiten der Überwindung von Ermüdung angesichts weltweiter Krisen untersucht. Laura Towne bzw. Johann W. von Goethe unterziehen sich beide aktiv einer Bildungsreise, was sie dokumentieren. Sie repräsentieren, so wird argumentiert, was heute in den USA ›culturally responsive education‹ bzw. als ›Bildung‹ bezeichnet wird.
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| 6. |
- Kraus, Anja, 1967-, et al.
(författare)
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Wonder, Sincerity and Operationalism in Education – Heidegger as Reference in Going »Back to Pedagogy Itself« : [Staunen, Aufrichtigkeit und Operationalismus in der Erziehung – »zur Pädagogik zurück« mit Heidegger als Referenz]
- 2022
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Ingår i: Vierteljahrsschrift für wissenschaftliche Pädagogik. - : Brill Deutschland GmbH. - 0507-7230 .- 2589-0581. ; 98:3, s. 371-386
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Tidskriftsartikel (refereegranskat)abstract
- Mit dem im Titel verwendeten Zitat beziehen wir uns auf das im Jahr 2020 erschienene Buch, »Phenomenology and Educational Theory in Conversation: Back to Education Itself«, von Patrick Howard, Tone Saevi, Andrew Foran & Gert Biesta. Wir teilen das darin vorgebrachte Anliegen, eine internationale Leserschaft für eine Revision (‘renewing’), und Wiedergewinnung (‘reclaiming’) des Pädagogischen (‘educational project’) aufzuschließen. Zunächst konstatieren wir, dass es viele mögliche Antworten auf die Frage gibt, worum es in der pädagogischen Praxis geht. Dann skizzieren wir das Erklärungspotential von Operationen für die wissenschaftliche Forschung und die pädagogische Praxis. Die existentielle Tiefe des menschlichen Lebens, Bildung und Lernen kann allerdings nicht vollständig durch den Operationalismus erfasst werden. Eine mögliche Perspektive für das oben genannte Unterfangen sehen wir vielmehr in den späten Überlegungen Martin Heideggers und in der Identifikation der existentiellen Orientierung des Menschen und der Initiierung von Lernen mit Echtheit, Aufrichtigkeit und mit der Offenheit des Staunens. Um Staunen und Aufrichtigkeit als integrale Aspekte der pädagogischen Praxis zu erklären, folgen wir der Operationalismus-Lektüre von Dieter Mersch und Martin Heidegger.
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