Pub Date : 2024-03-05DOI: 10.30965/25890581-10001003
Sophie Schubert, Susann Hofbauer
With the task of remembering, the archive stores knowledge and thus enables the canon to forget this knowledge. What has been forgotten there can only be (re)remembered if someone decides to visit the archive. The canon, on the other hand, presents selected knowledge for everyone as something that must be remembered. The example of gender bias in the educational science debate on classics makes it clear that the circulation of knowledge is strongly determined. The active examination of forgotten knowledge/persons in the archive offers the opportunity to participate in the negotiation of knowledge in a reflexive and power-critical way.
{"title":"In der »Rumpelkammer des Vergessens«: Frauen zwischen Archiv und Kanon","authors":"Sophie Schubert, Susann Hofbauer","doi":"10.30965/25890581-10001003","DOIUrl":"https://doi.org/10.30965/25890581-10001003","url":null,"abstract":"\u0000With the task of remembering, the archive stores knowledge and thus enables the canon to forget this knowledge. What has been forgotten there can only be (re)remembered if someone decides to visit the archive. The canon, on the other hand, presents selected knowledge for everyone as something that must be remembered. The example of gender bias in the educational science debate on classics makes it clear that the circulation of knowledge is strongly determined. The active examination of forgotten knowledge/persons in the archive offers the opportunity to participate in the negotiation of knowledge in a reflexive and power-critical way.","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001007
T. Mikhail, J. Laub, T. Fuchs, S. Krause
Kant’s »Lectures On Pedagogy« in English- and German-language Editions. A Contribution to Comparative Educational Studies By means of a content analysis, the article examines the introductions to Kant’s »Lectures on Pedagogy« in a comparison of English- and German-language editions. The objects of investigation are the editors’ prefaces, which, as paratexts, provide a specific framing for the main text and are thus particularly suitable for closer inspection. The aim is to open up perspectives with which the pedagogical significance of Kant’s writing can be dealt with in an international comparison.
{"title":"Kants »Über Pädagogik« in englisch- und deutschsprachigen Editionen. Ein Beitrag zur erziehungswissenschaftlichen Komparatistik","authors":"T. Mikhail, J. Laub, T. Fuchs, S. Krause","doi":"10.30965/25890581-10001007","DOIUrl":"https://doi.org/10.30965/25890581-10001007","url":null,"abstract":"\u0000Kant’s »Lectures On Pedagogy« in English- and German-language Editions. A Contribution to Comparative Educational Studies\u0000By means of a content analysis, the article examines the introductions to Kant’s »Lectures on Pedagogy« in a comparison of English- and German-language editions. The objects of investigation are the editors’ prefaces, which, as paratexts, provide a specific framing for the main text and are thus particularly suitable for closer inspection. The aim is to open up perspectives with which the pedagogical significance of Kant’s writing can be dealt with in an international comparison.","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001004
Elke Kleinau
Pedagogical Historiography without Women? Women’s and Gender History in the History of Education Women’s and gender studies are still not considered as an integral part of a history of education. Only a few women have so far been elevated to ›classic‹ representatives of pedagogy. This status is certainly controversial, but Rousseau is not missing from any of the popular classic collections. Since the following article aims to make women visible in the history of education, the focus is not on Rousseau’s gender-differentiated educational ideas, but on the reception of his gender anthropology by contemporary women.
{"title":"Pädagogische Historiographie ohne Frauen?","authors":"Elke Kleinau","doi":"10.30965/25890581-10001004","DOIUrl":"https://doi.org/10.30965/25890581-10001004","url":null,"abstract":"\u0000Pedagogical Historiography without Women? Women’s and Gender History in the History of Education\u0000Women’s and gender studies are still not considered as an integral part of a history of education. Only a few women have so far been elevated to ›classic‹ representatives of pedagogy. This status is certainly controversial, but Rousseau is not missing from any of the popular classic collections. Since the following article aims to make women visible in the history of education, the focus is not on Rousseau’s gender-differentiated educational ideas, but on the reception of his gender anthropology by contemporary women.","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001011
Janek Niggemann
{"title":"Pädagogik und Utopie. Historisch-systematische Rekonstruktionen zu einem denknotwendig ungeklärten Verhältnis, written by Matthias Steffel","authors":"Janek Niggemann","doi":"10.30965/25890581-10001011","DOIUrl":"https://doi.org/10.30965/25890581-10001011","url":null,"abstract":"","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001009
Claudia Schwertl
{"title":"»Altern und alte Menschen«","authors":"Claudia Schwertl","doi":"10.30965/25890581-10001009","DOIUrl":"https://doi.org/10.30965/25890581-10001009","url":null,"abstract":"","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001005
Liza Wohlfart
Pierina Boranga’s Considerations on the Nature-Child-Relationship Pierina Boranga has spent her entire working life teaching natural science subjects in primary schools. She has, however, not been awarded the level of recognition, she actually should have been given and, instead, has found her place in the shadow of others. Taking a look at her diary entries reveals the level of intensive, independent intellectual efforts she has made during her early teaching period, in order to provide children with a sustainable understanding of how to deal with subjects in the field of natural science.
{"title":"Pierina Borangas Überlegungen zum Natur-Kind-Verhältnis","authors":"Liza Wohlfart","doi":"10.30965/25890581-10001005","DOIUrl":"https://doi.org/10.30965/25890581-10001005","url":null,"abstract":"\u0000Pierina Boranga’s Considerations on the Nature-Child-Relationship\u0000Pierina Boranga has spent her entire working life teaching natural science subjects in primary schools. She has, however, not been awarded the level of recognition, she actually should have been given and, instead, has found her place in the shadow of others. Taking a look at her diary entries reveals the level of intensive, independent intellectual efforts she has made during her early teaching period, in order to provide children with a sustainable understanding of how to deal with subjects in the field of natural science.","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001002
Mara Susak
Making the Invisible(s) Visible. Epistemological Significance of Women in Pedagogical Theorising In the tradition of pedagogical theory, women are rarely mentioned. Historical educational research should contribute to making the women pedagogues and their theories visible so that the merits and limitations of the different positions within historical pedagogy can be learned about and reflected upon. The article argues that only a synthesis of theories allows for expanded thinking. The aim is to recognise the achievements of women in historical education research on an equal footing.
{"title":"Unsichtbare(s) sichtbar machen","authors":"Mara Susak","doi":"10.30965/25890581-10001002","DOIUrl":"https://doi.org/10.30965/25890581-10001002","url":null,"abstract":"\u0000Making the Invisible(s) Visible. Epistemological Significance of Women in Pedagogical Theorising\u0000In the tradition of pedagogical theory, women are rarely mentioned. Historical educational research should contribute to making the women pedagogues and their theories visible so that the merits and limitations of the different positions within historical pedagogy can be learned about and reflected upon. The article argues that only a synthesis of theories allows for expanded thinking. The aim is to recognise the achievements of women in historical education research on an equal footing.","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001008
Pia Diergarten
›Bildung‹ in a Postdigital World. Digital Experiences and the Role of Responsibility in the Process of ›Bildung‹ This article addresses the question of the possibility of ›Bildung‹ in an increasingly digital world. Following Armin Nassehi, digitality can be understood as a process of translation that makes patterns and structures visible and thus experienceable, which are revealed in world relations. In terms of educational theory, the article addresses the question of how the visibility of patterns of the digital can affect and change the self-relation of individuals. Under circumstances in which the digital is a self-evident condition for accessing and understanding the world, in short, under post-digital circumstances, the inscription of world-relations into one’s own self-relations is not a purely passive process. Experiencing the digital – here as a quantified, collective experience – individuals can take responsibility for their own learning.
{"title":"Bildung in einer postdigitalen Welt","authors":"Pia Diergarten","doi":"10.30965/25890581-10001008","DOIUrl":"https://doi.org/10.30965/25890581-10001008","url":null,"abstract":"\u0000›Bildung‹ in a Postdigital World. Digital Experiences and the Role of Responsibility in the Process of ›Bildung‹\u0000This article addresses the question of the possibility of ›Bildung‹ in an increasingly digital world. Following Armin Nassehi, digitality can be understood as a process of translation that makes patterns and structures visible and thus experienceable, which are revealed in world relations. In terms of educational theory, the article addresses the question of how the visibility of patterns of the digital can affect and change the self-relation of individuals. Under circumstances in which the digital is a self-evident condition for accessing and understanding the world, in short, under post-digital circumstances, the inscription of world-relations into one’s own self-relations is not a purely passive process. Experiencing the digital – here as a quantified, collective experience – individuals can take responsibility for their own learning.","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001010
Jocelyn Jasmin Dechêne
{"title":"Hegemonie bilden. Pädagogische Anschlüsse an Antonio Gramsci, edited by María do Mar Castro Varela/Natascha Khakpour/Jan Niggemann","authors":"Jocelyn Jasmin Dechêne","doi":"10.30965/25890581-10001010","DOIUrl":"https://doi.org/10.30965/25890581-10001010","url":null,"abstract":"","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.30965/25890581-10001012
{"title":"Autor_innenspiegel","authors":"","doi":"10.30965/25890581-10001012","DOIUrl":"https://doi.org/10.30965/25890581-10001012","url":null,"abstract":"","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：