Grenzsicherung oder Wandel durch Annäherung? Zum Spannungsverhältnis zwischen Bildungstheorie und empirischer Bildungsforschung
Hans Christoph Koller
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Hans Christoph Koller, Grenzsicherung oder Wandel durch Annäherung? Zum Spannungsverhältnis zwischen Bildungstheorie und empirischer Bildungsforschung (2012), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2012 #01, S.6
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Beschreibung / Abstract
Zusammenfassung: Der Artikel untersucht vor dem Hintergrund der Debatte über das Verhältnis von Bildungstheorie und empirischer Bildungsforschung, 1. was dabei auf dem Spiel steht, 2. was unter Bildungstheorie bzw. empirischer Bildungsforschung verstanden wird und welche Stärken und Schwächen den beiden Ansätzen jeweils zugeschrieben werden, 3. wie das Verhältnis beider Ansätze beschaffen ist bzw. beschaffen sein sollte und 4. welche Versuche einer Verknüpfung von Bildungstheorie und empirischer Bildungsforschung es gibt. Dabei wird die These vertreten, dass eine strikte Grenzziehung zwischen beiden Richtungen unproduktiv und stattdessen eine Verbindung von bildungstheoretischer Reflexion und empirischer Forschung unter wechselseitiger Anerkennung der Differenzen wünschenswert sei.
Stichwörter: Biographieforschung, Bildungstheorie, empirische Bildungsforschung, qualitative Bildungsforschung, quantitative Bildungsforschung
Abstract: Against the background of the debate on the relation between educational theory and empirical research on education, the author examines the following questions: 1.) what is at stake? 2.) What is meant by educational theory or by empirical educational research and which strengths or weaknesses are attributed to these two approaches, respectively? 3.) What is the nature of the relation between these two approaches or what should it be like? And 4.), which attempts have been made to link educational theory and empirical educational research? He argues that a strict demarcation between the two approaches is unproductive and that, indeed, a combination of educational-theoretical reflection and empirical research should be aimed at, based on a mutual recognition of the differences.
Key words: Educational Research, Empirical Educational Research, Educational Theory, Qualitative Educational Research, Quantitative Educational Research
Stichwörter: Biographieforschung, Bildungstheorie, empirische Bildungsforschung, qualitative Bildungsforschung, quantitative Bildungsforschung
Abstract: Against the background of the debate on the relation between educational theory and empirical research on education, the author examines the following questions: 1.) what is at stake? 2.) What is meant by educational theory or by empirical educational research and which strengths or weaknesses are attributed to these two approaches, respectively? 3.) What is the nature of the relation between these two approaches or what should it be like? And 4.), which attempts have been made to link educational theory and empirical educational research? He argues that a strict demarcation between the two approaches is unproductive and that, indeed, a combination of educational-theoretical reflection and empirical research should be aimed at, based on a mutual recognition of the differences.
Key words: Educational Research, Empirical Educational Research, Educational Theory, Qualitative Educational Research, Quantitative Educational Research