Relevant bibliographies by topics / Geisteswissenschaftliche Pädagogik

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Academic literature on the topic 'Geisteswissenschaftliche Pädagogik'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Geisteswissenschaftliche Pädagogik"

1

Matthes, Eva. "Aktualität der Geisteswissenschaftlichen Pädagogik." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (May 28, 2020): 214–30. http://dx.doi.org/10.30965/25890581-09602005.

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Abstract The Relevance of ›Geisteswissenschaftliche Pädagogik‹ The article deals with two central topics of ›Geisteswissenschaftliche Pädagogik‹ – educational relationship and relative educational autonomy – from the perspective of the current relevance of this scientific paradigm. On the one hand, a look at the history of reception is taken and on the other hand the statements are rounded off by the author’s own positioning.
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Reitemeyer-Witt, Ursula. "Aufstieg und Fall der Geisteswissenschaftlichen Pädagogik." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (May 28, 2020): 198–213. http://dx.doi.org/10.30965/25890581-09602004.

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Abstract Rise and Fall of ›Geisteswissenschaftliche Pädagogik‹ Following Wilhelm Dilthey’s differentiation between humanities and natural sciences his students developed a philosophical approach to educational questions and established pedagogy as a self-standing science in German universities after WW1. Many of them cooperated with the National Socialists and did not reflect the inhumanity of political totalitarism in spite of their classical understanding of ›Bildung‹. After the empiric turn in the field of education ›Geisteswissenschaftliche Pädagogik‹ and philosophy lost their influence on educational theories in the second half of the twentieth century.
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Hollstein, Oliver. "Die Geisteswissenschaftliche Pädagogik und das pädagogische Verstehen." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (May 28, 2020): 231–46. http://dx.doi.org/10.30965/25890581-09602006.

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Abstract The ›Geisteswissenschaftliche Pädagogik‹ and Pedagogical Understanding. Reconstructing a Complex Relationship Hermeneutics and the German pedagogical school named ›Geisteswissenschaftliche Pädagogik‹ seem to be connected naturally. The paper investigates this connection by examining which hermeneutic theories the works of Eduard Spranger and Herman Nohl refer to. We will then trace how these theories of reference are used or reworked to develop a theory of pedagogical understanding. Along such a research design we aim to show that a very specific adaptation of different hermeneutical theories is characteristic for the pedagogical work of the two authors mentioned.
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Drieschner, Elmar. "Zur Aktualität von Geisteswissenschaftlicher Pädagogik als dialektische Theorie der Praxis." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (May 28, 2020): 247–63. http://dx.doi.org/10.30965/25890581-09602007.

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Abstract Topicality of ›Geisteswissenschaftliche Pädagogik‹ as a Dialectical Theory of Practice. A Contribution in the Context of (Early) Educational Quality Research This contribution focuses on ›Geisteswissenschaftliche Pädagogik‹ as a suitable basis for a theoretical and empirical analysis of educational processes, if understood as a dialectical theory of practice following Friedrich Schleiermacher and Erich Weniger. With reference to the discourse on quality in early education, it is shown how dialectics of education and training can be used in two ways: as a superordinate criterion for the systematic examination of quality concepts and for the specification of empirical quality research.
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Aßmann, Alex. "Kontinuität und Traditionsbrüche in der Pädagogik." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (May 28, 2020): 264–79. http://dx.doi.org/10.30965/25890581-09602008.

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Abstract Continuity and Breaks in Tradition in Pedagogy. The Cultural Turnaround of Klaus Mollenhauer, the Self-Historicization of Educational Science and the Posthistoire This essay examines the question of whether Klaus Mollenhauer’s cultural turn should be interpreted as a development of Geisteswissenschaftliche Pädagogik. Therefore, historical processing of experience, such as this that occurred within the paradigm, should be reflected against the background of historical upheavals that occurred on a larger scale.
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Böhm, Winfried. "Herbart meets Schleiermacher." Vierteljahrsschrift für wissenschaftliche Pädagogik 96, no. 2 (May 28, 2020): 189–97. http://dx.doi.org/10.30965/25890581-09602003.

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Abstract Herbart meets Schleiermacher Herbart and Schleiermacher are considered to be the decisive founders of educational science. The former in terms of empirical science, the latter in terms of the humanities (›Geisteswissenschaften‹). The author discusses both this differentiation as also the development of the concept of ›Geisteswissenschaftliche Pädagogik‹ in the 20th century.
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Crimmann, Ralph P. "Geisteswissenschaftliche Pädagogik und dialogische Religionspädagogik. Was ist und will „dialogische Religionspädagogik“?" Praktische Theologie 23, no. 4 (December 1, 1988): 284–91. http://dx.doi.org/10.14315/prth-1988-0407.

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Grimm, Gerald. "1918 – die Zeit der großen Schulreformprogramme in Österreich: Reformpädagogik und Geisteswissenschaftliche Pädagogik im Wettstreit." Historia scholastica 6, no. 1 (August 31, 2020): 42–55. http://dx.doi.org/10.15240/tul/006/2020-1-003.

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9

Szymański, Mirosław S. "Recepcja niemieckiej pedagogiki kultury w polskiej humanistyce." Kwartalnik Pedagogiczny 64, no. 4 (254 (February 13, 2020): 9–19. http://dx.doi.org/10.5604/01.3001.0013.8456.

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The starting point for the discussion is the obvious statement that cultural pedagogy is one of the three main currents in German education sciences; the other two are empirical and critical pedagogy. As the title suggests, the author focuses on cultural pedagogy only, and in particular on the reception of German cultural pedagogy by Polish cultural pedagogy during the interwar period. One can definitely say that German Geisteswissenschaften, or “the sciences of spirit” (including pedagogy) influenced Polish humanities. The main thesis of the article is that although the geisteswissenschaftliche Pädagogik had an overwhelming influence on pedagogical thinking and actions in Poland before World War II, it became considerably marginalised or almost totally forgotten after the war, as it was proclaimed a “bourgeois relic” and an “old fashioned trinket”. Theodor Litt (1880–1962) and Eduard Spranger (1882–1963) are commonly considered the leading representatives of German cultural pedagogy, and their Polish counterparts are Bogdan Nawroczyński (1882–1974) and Bogdan Suchodolski (1902–1993). The article refers to original source literature – although in brief – to discuss the influence of the educational concepts of the former group on the latter one. By proposing such analysis, the author hopes for fair and critical restructuring of cultural pedagogy in Poland, if not for its revitalisation. The first signs are already there.
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10

Krüger, Heinz-Hermann, and Anne Schippling. "Ciência crítica e reflexiva da educação: desenvolvimentos e perspectivas na Alemanha." Linhas Críticas 16, no. 31 (April 10, 2011): 219–38. http://dx.doi.org/10.26512/lc.v16i31.3603.

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O presente artigo apresenta o desenvolvimento da Ciência Crítica da Educação (Kritische Erziehungswissenschaft) a partir do final dos anos sessenta do século passado. Tal percurso não foi uma evolução simples, ocorreu em várias etapas e passou por diversas mudanças determinadas por diferentes autores e discussões teóricas no contexto tradicional da Teoria Crítica. Entre os fundadores do programa original da Ciência Crítica da Educação na Alemanha encontram-se Herwig Blankertz, Klaus Mollenhauer e Wolfgang Klafki. As primeiras abordagens partiram da auto-crítica da Pedagogia das Ciências Humanas (Geisteswissenschaftliche Pädagogik) e dos trabalhos teórico-científicos de Jürgen Habermas. Durante as décadas de setenta e oitenta do século passado, foram desenvolvidas algumas novas variantes teóricas da Ciência Crítica da Educação, que tinham como referência alguns trabalhos de Habermas, mas também incluíram outros aportes, como a teoria da comunicação de Paul Watzlawick et al., o Interacionismo Simbólico de George Herbert Mead, as teorias cognitivas de Jean Piaget e de Lawrence Kohlberg. Desde os fins dos anos oitenta do século passado, a Ciência Crítica da Educação é fortemente influenciada pelos escritos cépticos de Max Horkheimer e Theodor W. Adorno, do que resulta uma nova orientação que funda os alicerces da Ciência Reflexiva da Educação (Reflexive Erziehungswissenschaft). O artigo conclui que o conceito de Ciência Reflexiva da Educação, no contexto atual, parte da premissa de que a Ciência Crítica da Educação apenas se sustenta como ciência reflexiva e interdisciplinarmente orientada.
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Books on the topic "Geisteswissenschaftliche Pädagogik"

1

Matthes, Eva. Geisteswissenschaftliche Pädagogik. München: Oldenbourg Wissenschaftsverlag, 2011. http://dx.doi.org/10.1524/9783486706703.

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Klafki, Wolfgang. Geisteswissenschaftliche Pädagogik. Edited by Cathleen Grunert and Katja Ludwig. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-21930-7.

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Universität der Bundeswehr Hamburg (Germany), ed. Geisteswissenschaftliche Pädagogik, Krieg und Nationalsozialismus: Kritische Fragen nach der Verbindung von Pädagogik, Politik und Militär. Frankfurt am Main: Peter Lang, 2004.

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4

Thöny, Giosua. Philosophie und Pädagogik bei Wilhelm Dilthey und Herman Nohl: Eine geisteswissenschaftliche Studie als historisch-systematische, komparative Problem-, Wirkungs- und Entwicklungsgeschichte. Bern: P. Haupt, 1992.

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5

Peter, Gutjahr-Löser, Schulz Dieter 1942-, and Wollersheim Heinz-Werner 1957-, eds. Theodor Litt, Eduard Spranger: Philosophie und Pädagogik in der geisteswissenschaftlichen Tradition. Leipzig: Leipziger Universitätsverlag, 2009.

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6

Schulz, Uwe. Selbstbestimmung und Selbsterziehung des Menschen: Untersuchungen im deutschen Idealismus und in der geisteswissenschaftlichen Pädagogik. Stuttgart: Ibidem-Verlag, 2003.

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7

Matthes, Eva. Geisteswissenschaftliche Pädagogik: Ein Lehrbuch: Ein Lehrbuch (German Edition). Oldenbourg Wissenschaftsverlag, 2011.

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8

Matthes, Eva. Geisteswissenschaftliche Pädagogik nach der NS- Zeit. Politische und pädagogische Verarbeitungsversuche. Klinkhardt, 1998.

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9

Brockmann, Johanna-Luise, and Wolfgang Klafki. Geisteswissenschaftliche Pädagogik und Nationalsozialismus. Herman Nohl und seine 'Göttinger Schule' 1932 - 1937. Beltz, 2002.

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10

1934-, Hoffmann Dietrich, Neumann Karl 1939-, and Gassen Helmut, eds. Tradition und Transformation der geisteswissenschaftlichen Pädagogik: Zur Re-Vision der Weniger-Gedenkschrift. Weinheim: Deutscher Studien Verlag, 1993.

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Book chapters on the topic "Geisteswissenschaftliche Pädagogik"

1

Raithel, Jürgen, Bernd Dollinger, and Georg Hörmann. "Geisteswissenschaftliche Pädagogik." In Einführung Pädagogik, 166–76. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005. http://dx.doi.org/10.1007/978-3-322-93606-6_19.

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Krüger, Heinz-Hermann. "Geisteswissenschaftliche Pädagogik." In Einführung in Theorien und Methoden der Erziehungswissenschaft, 17–36. Wiesbaden: VS Verlag für Sozialwissenschaften, 2002. http://dx.doi.org/10.1007/978-3-322-99176-8_2.

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Klafki, Wolfgang. "Einleitung." In Geisteswissenschaftliche Pädagogik, 3–11. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_1.

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Klafki, Wolfgang. "Das Problem der pädagogischen Zielsetzungen in der GP." In Geisteswissenschaftliche Pädagogik, 255–322. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_10.

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Klafki, Wolfgang. "Ansätze zur Schultheorie in der Geisteswissenschaftlichen Pädagogik." In Geisteswissenschaftliche Pädagogik, 343–81. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_11.

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Klafki, Wolfgang. "Das Problem der Didaktik in der GP am Beispiel der Didaktik Erich Wenigers." In Geisteswissenschaftliche Pädagogik, 383–433. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_12.

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Klafki, Wolfgang. "Einführung in die Kursthematik." In Geisteswissenschaftliche Pädagogik, 13–36. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_2.

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8

Klafki, Wolfgang. "Zweite, genauere Kennzeichnung der Geisteswissenschaftlichen Pädagogik." In Geisteswissenschaftliche Pädagogik, 37–45. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_3.

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9

Klafki, Wolfgang. "Die Begründer der Geisteswissenschaftlichen Pädagogik als Angehörige der letzten Vorkriegsgeneration des deutschen Bürgertums." In Geisteswissenschaftliche Pädagogik, 47–59. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_4.

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10

Klafki, Wolfgang. "Die engagierte Hinwendung Nohls, Sprangers, Litts, Flitners und Wenigers zur Pädagogik unter dem Eindruck des Ersten Weltkrieges." In Geisteswissenschaftliche Pädagogik, 61–73. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-21930-7_5.

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