意想不到的话题

Q4 Social Sciences Acta Didactica Norden Pub Date : 2023-05-22 DOI:10.5617/adno.9187
Ásgeir Tryggvason
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引用次数: 1

摘要

当一场情感激烈的讨论在社会科学课堂上爆发时,它可以把老师和学生带入一个他们都没有预见到的话题或问题。在社会科学教育的研究领域中,对这些意想不到的教学情况越来越感兴趣。这篇理论文章的目的是进一步发展社会科学教育中意外的教学理论,重点是教学的为什么问题。本文借鉴汉娜·阿伦特的主体与行动理论,勾勒出一个关于社会科学教学中的意外的视角。这种观点强调了学生的行为是如何被理解为独特的、有风险的、意想不到的个体的独特揭示。本文将这种阿伦特的观点与研究领域内形成的“反思的旁观者”的公民理想联系起来。文章最后讨论了在社会科学教育研究领域如何理解不同公民理想之间的冲突。
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The unexpected subject
When an emotionally heated discussion erupts in the social science classroom, it can bring the teachers and students into a topic or question that none of them had foreseen. Within the research field of social science education there is a growing interest for these unexpected teaching situations. The aim of this theoretical article is to further develop didactical theory of the unexpected in social science education with an emphasis on the didactical why-question. By drawing on Hannah Arendt’s theory of the subject and action, the article outlines a perspective on the unexpected in social science teaching. This perspective highlights how students’ actions can be understood as a distinct revealing of the individual that is unique, risky, and unexpected. The article puts this Arendtian perspective in relation to the citizenship ideal of the “the reflective spectator” that has been formulated within the research field. The article ends with a discussion on how to understand the conflict between different ideals of citizenship in the research field of social science education.
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来源期刊
Acta Didactica Norden
Acta Didactica Norden Social Sciences-Education
CiteScore
1.00
自引率
0.00%
发文量
39
审稿时长
16 weeks
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