Kontrolliertes Laissez-faire
Auf dem Weg zu einer kontingenzgewärtigen Unterrichtstheorie
Frank-Olaf Radtke und Matthias Proske
Diese Publikation zitieren
Frank-Olaf Radtke, Matthias Proske, Kontrolliertes Laissez-faire (2012), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2012 #02, S.223
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Beschreibung / Abstract
Dass Unterricht ein komplexes, durch doppelte Kontingenz gekennzeichnetes Geschehen sei, dessen Wirkungen sich kausal nicht bestimmen lassen, ist in der empirischen Bildungs- und Unterrichtsforschung mittlerweile unstrittig. Strittig bleibt, was aus dieser Einsicht für die empirische Erforschung, aber auch für eine Theorie des Unterrichts folgt. Im Anschluss an neuere Entwicklungen in den Sozialwissenschaften schlagen die Autoren vor, .Emergenzkonstellationen. des Unterrichts in den Mittelpunkt empirischer Forschung zu stellen. Im Lichte der Erträge eines DFG-Projektes werden Überlegungen zu einer empirisch gehaltvollen Theorie des Unterrichts vorgetragen. Diese beansprucht, das operative Geschehen im Unterricht kontingenzgewärtig zu erfassen und zugleich der Pädagogizität unterrichtlicher Kommunikation Rechnung zu tragen.
Stichwörter: Pädagogische Kommunikation, Unterrichtsforschung, Unterrichtstheorie
By now it is certainly undisputed in research on education and instruction that teaching constitutes a complex event characterized by a double contingency the effect of which cannot be determined causally. It remains disputable, however, what this insight implies for both empirical research and for a theory of instruction. Subsequent to recent developments in the social sciences, the authors suggest that .emergence constellations . of teaching be made the focus of empirical research. In the light of results provided by a research project sponsored by the German Research Association, considerations regarding an empirically substantial theory of instruction are outlined. This theory claims to grasp the operative happening in the classroom while being aware of both the contingency and the pedagogical nature of instruction-related communication.
Key words: research on education and instruction, instruction-related communication, theory of instruction
Stichwörter: Pädagogische Kommunikation, Unterrichtsforschung, Unterrichtstheorie
By now it is certainly undisputed in research on education and instruction that teaching constitutes a complex event characterized by a double contingency the effect of which cannot be determined causally. It remains disputable, however, what this insight implies for both empirical research and for a theory of instruction. Subsequent to recent developments in the social sciences, the authors suggest that .emergence constellations . of teaching be made the focus of empirical research. In the light of results provided by a research project sponsored by the German Research Association, considerations regarding an empirically substantial theory of instruction are outlined. This theory claims to grasp the operative happening in the classroom while being aware of both the contingency and the pedagogical nature of instruction-related communication.
Key words: research on education and instruction, instruction-related communication, theory of instruction