{"title":"人工智能时代的普通教育学和教学知识问题化","authors":"C. Thompson","doi":"10.30965/25890581-09703117","DOIUrl":null,"url":null,"abstract":"General Education and the Problematization of Pedagogical Knowledge – in Times of AI The paper takes the recent debate on ChatGPT in higher education as point of departure for demonstrating the relevance of General Education. Its significance lies in the task to scrutinize and reflect the conditions, epistemic frameworks, and consequences of pedagogical knowledge (1). It is shown how this is realized in recent forms of educational-theoretical research as ›problematization‹ (2). This problematization is currently neglected in the debate on AI in higher education (3).","PeriodicalId":23558,"journal":{"name":"Vierteljahrsschrift für wissenschaftliche Pädagogik","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Allgemeine Erziehungswissenschaft und die Problematisierung pädagogischen Wissens – in Zeiten von KI\",\"authors\":\"C. Thompson\",\"doi\":\"10.30965/25890581-09703117\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"General Education and the Problematization of Pedagogical Knowledge – in Times of AI The paper takes the recent debate on ChatGPT in higher education as point of departure for demonstrating the relevance of General Education. Its significance lies in the task to scrutinize and reflect the conditions, epistemic frameworks, and consequences of pedagogical knowledge (1). It is shown how this is realized in recent forms of educational-theoretical research as ›problematization‹ (2). This problematization is currently neglected in the debate on AI in higher education (3).\",\"PeriodicalId\":23558,\"journal\":{\"name\":\"Vierteljahrsschrift für wissenschaftliche Pädagogik\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Vierteljahrsschrift für wissenschaftliche Pädagogik\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30965/25890581-09703117\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vierteljahrsschrift für wissenschaftliche Pädagogik","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30965/25890581-09703117","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Allgemeine Erziehungswissenschaft und die Problematisierung pädagogischen Wissens – in Zeiten von KI
General Education and the Problematization of Pedagogical Knowledge – in Times of AI The paper takes the recent debate on ChatGPT in higher education as point of departure for demonstrating the relevance of General Education. Its significance lies in the task to scrutinize and reflect the conditions, epistemic frameworks, and consequences of pedagogical knowledge (1). It is shown how this is realized in recent forms of educational-theoretical research as ›problematization‹ (2). This problematization is currently neglected in the debate on AI in higher education (3).
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