Klaus Pranges pædagogiske distinktion mellem opdragelse (tradering) og læring (transformation): Den pædagogisk-professionelle som kulturfigur

Q3 Social Sciences
Frederik Pio
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引用次数: 0

Abstract

The article posits (in section 1.1) a perspective of general education (allgemeine Pädagogik, almen pædagogik). In section 1.2, I look into the claim that the educational programs of pedagogical professionality as well as research related to schooling in Denmark is currently marked by a deficit of the dimension of Tradierung, recreation of tradition (Vejleskov & Winther-Jensen, 2017; Laursen, 2018; Prange, 2000). In section 2 the article unpacks the pedagogical theory of Klaus Prange (1939–2019) as a plausible remedy for this challenge. Prange’s theory is introduced with a special focus on his distinction between a) the ‘inter-generational handing-over of tradition’ (in german the Tradierung of ‘upbringing’) and b) the transformative dimension of an open becoming (inherent in the concept of ‘learning’). The implications of this are explicated. In section 3, Prange’s theory is contrasted with Erling Lars Dale’s concept of ‘pedagogical professionality’ (Dale, 1998). By means of this comparison, Prange’s exhortation is highlighted to prevent a technical pragmatism from dominating the concept of pedagogical competence. A central key for Prange in his pedagogical attempt to avoid the slide of educational programs into organizational competencies of technical pragmatism is presented (in section 4.1) with an emphasis on his concept of Erziehende Unterricht (upbringing by means of teaching). As an elaboration of this part of Prange’s argument, the article constructs (in section 4.2) the concept of the ‘pedagogical culture-figure’. A concept which functions as a further remedy for the identified deficit of Tradierung.
克劳斯-普兰杰在教育学上对教育(交易)和学习(变革)的区分:作为文化形象的教育专业人员
文章(第1.1节)从普通教育(allgemeine Pädagogik,almen pædagogik)的角度提出了这一观点。在第1.2节中,我探讨了这样一种主张,即教育专业性的教育项目以及与丹麦学校教育相关的研究目前都存在着 "传统再创造"(Tradierung)维度的缺失(Vejleskov & Winther-Jensen, 2017; Laursen, 2018; Prange, 2000)。在第 2 部分中,文章解读了克劳斯-普兰奇(Klaus Prange,1939-2019 年)的教学理论,以此作为应对这一挑战的合理补救措施。文章介绍了普兰杰的理论,并特别强调了他对以下两个方面的区分:a)"传统的代际传承"(德语中 "教养 "的Tradierung);b)开放式成为的变革维度("学习 "概念的内在含义)。这其中的含义将得到阐述。在第 3 部分中,普兰杰的理论与埃林-拉尔斯-戴尔的 "教学专业性 "概念(戴尔,1998 年)进行了对比。通过对比,突出了普兰杰的建议,即防止技术实用主义主导教学能力概念。4.1 节)中重点介绍了普兰杰在教学法中试图避免教育计划滑向技术实用主义组织能力的一个核心关键,即他的 "通过教学进行培养"(Erziehende Unterricht)概念。作为对 Prange 这部分论点的阐释,文章(在第 4.2 节中)构建了 "教学文化图式 "的概念。这一概念是对 "传统"(Tradierung)缺陷的进一步弥补。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Nordic Studies in Education
Nordic Studies in Education Social Sciences-Education
CiteScore
1.20
自引率
0.00%
发文量
18
审稿时长
40 weeks
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