Zeitschrift Fur Padagogik最新文献

{"title":"Das Ethos der Erziehung. Was ist in ihr elementar","authors":"H. V. Hentig","doi":"10.25656/01:4260","DOIUrl":"https://doi.org/10.25656/01:4260","url":null,"abstract":"Die tatsachliche oder vermeintliche Zunahme ungeordneten Verhaltens von Kindern und Jugendlichen hat die Behauptung hervorgerufen, die \"Erziehung\" sei gegenuber der \"Bildung\" und der \"Ausbildung\" vernachlassigt worden - zumal in deren grosen Einrichtungen, den offentlichen Schulen. Die Bemuhungen um einen Ausgleich unter den drei Aufgaben munden immer ofter in archaisch anmutenden Empfehlungen von Zucht (\"Disziplin\"), Fuhrung (\"Autoritat\") und Strenge (\"Grenzen setzen\"), die als fur den Erziehungsvorgang ursprunglich und grundlegend ausgegeben werden. Das veranlasst uns zu der Frage: Was ist elementar in der Erziehung? Unter Ruckgriff auf die alten Griechen und uber Wolfgang Klafkis Unterscheidung von \"fundamental\", \"elementar\" und \"kategorial\" hinausgehend, bestimmt der Autor Elemente als notwendige, weder teilbare noch austauschbare Bestandteile eines Ganzen. Er beschreibt und begrundet zehn so verstandene Elemente, aus denen sich die Grundhaltung, das Ethos der Erziehung zusammensetzt. (DIPF/Orig.) The actual or supposed increase in disorderly behavior among children and descents has given rise to the claim that \"upbringing\" has been neglected in comparison with \"education\" and \"training\" - especially in the latter's large institutions, the state schools. Endeavours to create a balance between the three tasks lead ever more frequently to somewhat archaic recommendations of strictness (\"discipline\"), guidance (\"authority\"), and stringency (\"laying down limits\"), which are passed off as being original and fundamental elements of the process of upbringing. This leads us to ask: what are the elementary components of upbringing? By drawing on the ancient Greeks and by going beyond Wolfgang Klafki's differentiation between \"fundamental\", \"elementary\" and \"categorical\", the author defines elements as necessary, neither divisible nor exchangeable components of a whole. He describes and substantiates ten such elements which together make up the basic position, the ethos, of upbringing. (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"72 1","pages":"509-527"},"PeriodicalIF":0.4,"publicationDate":"2009-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79045291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metamorphose eines Forschungsprojektes. Ein Kommentar zum Beitrag von Krause et al. über den \"Kompetenzerwerb im evangelischen Religionsunterricht - Ergebnisse der Konstruktvalidierungsstudie der DFG-Projekte RU-Bi-Qua/KERK\"","authors":"D. Leutner","doi":"10.25656/01:4343","DOIUrl":"https://doi.org/10.25656/01:4343","url":null,"abstract":"Der hier kommentierte Artikel beschreibt ein Projekt, das im Laufe seiner Entwicklung eine Art Metamorphose durchlaufen hat: Das Projekt begann mit einer weit gefassten, normativ-anwendungsorientierten Fragestellung und betreibt nun, nach Aufgreifen konstruktiv-kritischer Anregungen aus einem zweistufigen \"Peer Review\"-Verfahren, empirisch orientierte, anschlussfahige Grundlagenforschung zur Kompetenzmodellierung auf methodisch hohem Niveau in einem fachlichen Kontext, in dem derartige Forschung bisher wenig ublich war. (DIPF/Orig.) The article commented upon by the author describes a research project which, in the course of its development, has undergone a sort of metamorphosis: the project started out with a broadly formulated, normative-application-oriented question; but after having taken up constructive-critical stimuli from a two-stage peer review procedure, it now pursues empirically oriented, adaptable pure research on competence modelling on a methodologically high level and within a disciplinary context in which research of that kind has so far hardly been common practice. (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"os-29 1","pages":"189-193"},"PeriodicalIF":0.4,"publicationDate":"2008-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87213400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jenseits globaler Kräfte? Berufspraktische Fächer an allgemeinbildenden Sekundarschulen in Sri Lanka und Bangladesh","authors":"Markus Maurer","doi":"10.5167/UZH-5932","DOIUrl":"https://doi.org/10.5167/UZH-5932","url":null,"abstract":"Der vorliegende Artikel macht deutlich, dass der exogene Einfluss sehr einflussreicher Organisationen wie etwa der Weltbank durch endogene Faktoren wesentlich uberformt werden kann. Zudem legt er dar, dass das Verhaltnis dieser exogenen und endogenen Faktoren nur durch eine moglichst umfassende vergleichend-historische Prozessanalyse verstanden werden kann. Er konzentriert sich dabei auf den Kurswechsel, der von der Weltbank Mitte der 1980er Jahre hinsichtlich der Berufsbildung eingeleitet wurde, und stellt dar, wie dieser in Sri Lanka und Bangladesh die Reformierung berufspraktischer Facher an allgemeinbildenden Schulen nach 1990 beeinflusst hat. (DIPF/Orig.) The present article shows clearly that the exogenous impact of highly influential organizations such as the World Bank is prone to be essentially superposed by endogenous factors. It is furthermore shown that the relation between these exogenous and endogenous factors can only be fully understood on the basis of a comprehensive comparative-historical process analysis. The author focuses on the change of direction initiated by the World Bank in the mid-1980s with regard to vocational education and shows how this change was dealt with Sri Lanka and Bangladesh after 1990. (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"73 1","pages":"200-214"},"PeriodicalIF":0.4,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85934882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Martin Buber, Schriften zu Jugend, Erziehung und Bildung, Gütersloh, Gütersloher Verlagshaus, 2005, 464 S. : Rezension","authors":"Ludwig Liegle","doi":"10.15496/PUBLIKATION-23766","DOIUrl":"https://doi.org/10.15496/PUBLIKATION-23766","url":null,"abstract":"","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"35 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85480852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rainer Winkel (2005): Am Anfang war die Hure. Theorie und Praxis der Bildung oder: Eine Reise durch die Geschichte des Menschen – in seinen pädagogischen Entwürfen. Baltmannsweiler: Schneider Verlag Hohengehren. 522 S., EUR 24,– [Rezension]","authors":"Klaus Prange","doi":"10.15496/publikation-23770","DOIUrl":"https://doi.org/10.15496/publikation-23770","url":null,"abstract":"Rezension zu: Rainer Winkel (2005): Am Anfang war die Hure. Theorie und Praxis der Bildung oder: Eine Reise durch die Geschichte des Menschen – in seinen padagogischen Entwurfen. Baltmannsweiler: Schneider Verlag Hohengehren. 522 S., EUR 24,–","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"40 1","pages":"754-757"},"PeriodicalIF":0.4,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86296766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Risikosubstanzenkonsum und somatische Beschwerden. Ergebnisse einer Längsschnittstudie bei Schülerinnen und Schülern der gymnasialen Oberstufe","authors":"K. M. Merki","doi":"10.25656/01:4492","DOIUrl":"https://doi.org/10.25656/01:4492","url":null,"abstract":"Verschiedene Studien zeigen, dass schulische Faktoren in einem bedeutsamen Zusammenhang mit dem Konsum von Risikosubstanzen und somatischen Beschwerden stehen. Allerdings fehlen Untersuchungen, die den individuellen gesundheitsbezogenen Entwicklungsverlauf insbesondere in der gymnasialen Oberstufe systematisch zu schulischen und auserschulischen Einflussfaktoren in Beziehung gesetzt haben. Im vorliegenden Beitrag werden Ergebnisse aus einer Langsschnittstudie in der Schweiz prasentiert, in der die Entwicklung des Risikosubstanzenkonsums und der somatischen Beschwerden von Jugendlichen vom 10. bis ins 12. Schuljahr in Gymnasien untersucht und in Bezug auf ihre Bedingungsfaktoren analysiert worden ist. Auf der Basis von Clusterzentrenanalysen, T-Tests fur unabhangige Stichproben und binaren logistischen Regressionsanalysen wird der Einfluss von schulischen und auserschulischen Prozessfaktoren auf die gesundheitsbezogene Entwicklung uberpruft. Dabei erweisen sich die auserschulischen Faktoren als bedeutsamer als die schulischen Faktoren. (DIPF/Orig.) Different studies show that school-related factors play an important role in the consumption of high-risk substances and with regard to somatic ailments. However, there is a lack of studies that examine systematically the relation between the individual health-related course of development, especially among secondary-school students, and both school-related and external factors of influence. The author presents the results of a longitudinal study carried out in Switzerland which examined the development of the consumption of high-risk substances and somatic ailments among adolescents in grades 10 to 12 at secondary schools in relation to both schoolrelated and external contextual factors. On the basis of cluster-center analyses, T-tests for independent random sample surveys, and binary logistic regression analyses, the influence of school-related and external process factors on the health-related development was examined. The results show that the impact of external factors is greater than that of school-related factors. (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"8 1","pages":"855-875"},"PeriodicalIF":0.4,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75365260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotionen im Schulalltag: Wirkungen und Regulationsformen","authors":"Tina Hascher","doi":"10.7892/BORIS.52477","DOIUrl":"https://doi.org/10.7892/BORIS.52477","url":null,"abstract":"Der Text versucht, einen Einblick in die Bedeutung von Emotionen fur das Lernen in der Schule zu geben und einen Beitrag zur Diskussion um die Bedeutung des Umgangs mit Emotionen in der Schule zu leisten. Zunachst werden Grundlagen zur Wirkung von Emotionen in der Schule erlautert und am Beispiel von Fehlersituationen illustriert. Der zweite Teil widmet sich der Regulation von Emotionen, um sich theoretisch und empirisch der Beantwortung der folgenden Frage anzunahern: Wie gehen Schulerinnen und Schuler mit ihren negativen Lern- und Leistungsemotionen um? (DIPF/Orig.) The author provides an insight into the significance of emotions to school learning and contributes to the discussion on the importance of how emotions are dealt with in school. First, the fundamental principles of the effect of emotions within the school context are explained and illustrated by drawing on error situations. The second part deals with the regulation of emotions in order to provide a theoretical and empirical approach to answering the following question: How do students deal with negative emotions regarding learning and achievement? (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"1 1","pages":"610-625"},"PeriodicalIF":0.4,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73964891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resilienz - Kritik und Perspektiven","authors":"Thomas R. Gabriel","doi":"10.21256/ZHAW-3318","DOIUrl":"https://doi.org/10.21256/ZHAW-3318","url":null,"abstract":"Der Begriff der Resilienz umschreibt die menschliche Widerstandsfahigkeit gegenuber belastenden Lebensumstanden und stellt somit einen positiven Gegenbegriff zur Vulnerabilitat dar. Aus der hier entwickelten Perspektive erscheint das Wissen um diese relative \"Unverletzbarkeit\" als eine fruchtbare Erganzung zu vorliegenden Wissensbestanden uber Risikofaktoren in Sozialisations- und Erziehungsprozessen. Anhand ausgewahlter empirischer Studien wird das Konzept der Resilienz zugleich entmythologisiert. Nach Forschungslage sind resiliente Individuen nicht aus sich selbst heraus widerstandsfahig. Resilienz ist primar als das Produkt protektiver Faktoren zu verstehen, die individuelle Entwicklung im sozialen Nahraum begleiten. (DIPF/Orig.) The concept of resilience describes man's resistance to depressing circumstances, thus constituting a positive counterconcept to that of vulnerability. Seen from the perspective developed by the author, the knowledge about this relative \"invulnerability\" appears to be a fruitful complement of present knowledge on risk factors in socialization and educational processes. On the basis of selected empirical studies, the concept of resilience is at the same time demythologized. According to the present state of research, resilient individuals are not innately robust; rather, resilience is primarily the product of protective factors accompanying the individual development within the circle of close social relations. (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"1 1","pages":"207-217"},"PeriodicalIF":0.4,"publicationDate":"2005-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83640822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feedback von Schülerinnen und Schülern als Quelle des Lernprozesses im Praktikum von Lehramtsstudierenden","authors":"Tina Hascher, J. Baillod, S. Wehr","doi":"10.7892/BORIS.52495","DOIUrl":"https://doi.org/10.7892/BORIS.52495","url":null,"abstract":"Ruckmeldungen von Schulerinnen und Schulern zum Unterricht nehmen eine wichtige Rolle zur Verbesserung der Unterrichtsqualitat ein. Wahrend der Ausbildung von Lehrpersonen wird dieses Potenzial bisher aber selten genutzt. Der Beitrag stellt Ergebnisse aus dem Forschungsprojekt \"Lernen im Praktikum\" vor. Befragt wurden 150 Studierende des Lehramts fur 7.-9. Klassen (Sekundarstufe 1) zur Bedeutung von Schulerruckmeldungen im Praktikum sowie 1331 Schulerinnen und Schuler aus Praktikumsklassen zum Praktikum und zum Lernprozess der Praktikantinnen und Praktikanten. Die Ergebnisse unterstutzen einerseits die Relevanz systematischer Schulerruckmeldungen fur das Lernen im Praktikum. Andererseits machen sie auf die Notwendigkeit aufmerksam, die Kriterien, die Schulerbeurteilungen zugrunde liegen, weiter zu erforschen. (DIPF/Orig.) Feedback from pupils on their instruction plays an important role in the improvement of the quality of teaching. This potential is, however, hardly used in the training of teachers. The authors present results from the research project \"Learning During Practical Training\". 150 students aspiring to become teachers for the first level of secondary education (grades 7 to 9) were questioned as to the significance of feedback from pupils during their practical training; furthermore, 1331 pupils from classes taught by students of the teaching profession answered questions regarding practical training and the learning process of the students completing their practical training. On the one hand, the results confirmed the relevance of systematic feedback from pupils for the learning processes during the practical period of training. On the other hand, they point to the need for continued research on the criteria guiding pupils´ assessment. (DIPF/Orig.)","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"44 1","pages":"223-243"},"PeriodicalIF":0.4,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86437184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lutz Koch: Kants ethische Didaktik. Würzburg: Ergon 2003. 441 S., EUR 49,–. [Rezension]","authors":"Klaus Prange","doi":"10.15496/PUBLIKATION-23785","DOIUrl":"https://doi.org/10.15496/PUBLIKATION-23785","url":null,"abstract":"Zeitschrift fur Padagogik 50 (2004) 6, S. 930-933 Padagogische Teildisziplin: Historische Bildungsforschung; Allgemeine Erziehungswissenschaft;","PeriodicalId":46415,"journal":{"name":"Zeitschrift Fur Padagogik","volume":"48 1","pages":"930-933"},"PeriodicalIF":0.4,"publicationDate":"2004-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88116696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}