Vorschrift, Folgsamkeit und persönliche Verantwortung – Über den Wandel der (präskriptiven) pädagogischen Identität und die Bedeutung einer Anthropologie der Alterität

Q3 Arts and Humanities
Ehrenhard Skiera
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引用次数: 0

Abstract

Precept, Obedience and Personal Responsibility – On the Transformation of (Prescriptive) Pedagogical Identity and the Meaning of an Anthropology of Alterity. Denis Vasse, Jesuit and psychoanalyst, once said: “When man identifies himself completely with the law, he degrades himself into a wolf being” (Vasse 1973, p. 148). The older generation will still know some “school wolves” from their own experience. But their strictness was by no means always the expression of sadistic lust. Rather, it corresponded to a “higher” and supreme mission for the betterment of the individual child and the human race. This attitude found its legitimation in Christian and Enlightenment contexts as well as in some (allegedly) child-oriented and still popular approaches of Reformpädagogik. However, for some time now there has been a critical counter-movement in the philosophy of education. It analyses the modern insecurity that can be understood as a consequence of the rejection of the human being as a child of God that has been emerging since the Renaissance. Furthermore, it criticises any definition of the nature of man that is presented with the claim of absolute truth.
要求、服从和个人责任——关于教学身份(产前)的变化以及al族学的意义
戒律、服从与个人责任——论(规定性)教学认同的转变与另类人类学的意义。耶稣会士和精神分析学家Denis Vasse曾经说过:“当人把自己完全等同于法律时,他就把自己降格为狼”(Vasse 1973, p. 148)。老一辈人仍然会从自己的经历中认识一些“校狼”。但他们的严厉绝不是虐待狂的欲望的表现。相反,它对应于一个“更高”和最高的使命,为个人儿童和人类的改善。这种态度在基督教和启蒙运动的背景下,以及在一些(据称)以儿童为导向的,仍然流行的Reformpädagogik方法中找到了它的合法性。然而,一段时间以来,在教育哲学中出现了一种批判的反运动。它分析了现代的不安全感,这种不安全感可以理解为自文艺复兴以来一直出现的拒绝人类作为上帝的孩子的结果。此外,它批判了任何以绝对真理的主张来定义人的本性。
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
CiteScore
0.30
自引率
0.00%
发文量
8
审稿时长
18 weeks
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