Auswirkungen der allgemeinpädagogischen "Identitätsdebatte" (1994 -2004) in gegenwärtigen allgemeinpädagogischenForschungen
Ulrich Binder
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Ulrich Binder, Auswirkungen der allgemeinpädagogischen "Identitätsdebatte" (1994 -2004) in gegenwärtigen allgemeinpädagogischen
Forschungen (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2015 #02, S.251
Forschungen (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2015 #02, S.251
172
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Beschreibung / Abstract
Zusammenfassung: Der Beitrag steht in der Tradition einer Wissenschaftsforschung, die beobachtend-analysierend Wissensproduktionen in ihren/und ihre Determinanten rekonstruieren will, um Befunde zu liefern (und also nicht im Modus von disziplinärer Identitätsstiftung und praxisbezogener Sinnstiftung agiert). Die dabei herkömmlicherweise gewählten Perspektiven um die der Argumentationsanalyse ergänzend, interessiert hier die jüngste Geschichte der Allgemeinen Pädagogik. Dabei ist die Frage leitend, inwiefern die extensiven Debatten rund um deren Verfassung in den 1990er-Jahren ihren Niederschlag in gegenwärtigen Forschungen finden.
Schlagworte: Allgemeine Pädagogik, Modernisierung, Disziplinidentität, Wissenschaftsverständnis, Forschungspraxis
Abstract: The contribution is in the tradition of science studies that, in an observant and analytical manner, try to reconstruct both knowledge production in its determinants as well as these determinants in order to provide results (i. e., that does not act in the mode of disciplinary identity formation or practice-related creation of meaning). Those perspectives traditionally chosen are supplemented with that of the analysis of argumentation in looking at the most recent history of general education. In this, the focus is on the question of in how far the extensive debates on the constitution of that discipline, held during the 1990s, have had an impact on current research.
Keywords: General Education, Modernization, Understanding of Science, Research Practice
Schlagworte: Allgemeine Pädagogik, Modernisierung, Disziplinidentität, Wissenschaftsverständnis, Forschungspraxis
Abstract: The contribution is in the tradition of science studies that, in an observant and analytical manner, try to reconstruct both knowledge production in its determinants as well as these determinants in order to provide results (i. e., that does not act in the mode of disciplinary identity formation or practice-related creation of meaning). Those perspectives traditionally chosen are supplemented with that of the analysis of argumentation in looking at the most recent history of general education. In this, the focus is on the question of in how far the extensive debates on the constitution of that discipline, held during the 1990s, have had an impact on current research.
Keywords: General Education, Modernization, Understanding of Science, Research Practice