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Journal articles on the topic 'Mollenhauer, Klaus'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

Friesen, Norm. "Klaus Mollenhauer: Emancipation, Bildung and six questions for education." European Educational Research Journal 20, no. 3 (May 2021): 278–96. http://dx.doi.org/10.1177/14749041211009367.

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Klaus Mollenhauer (1928–1998) is one of the most important German theorists of education in the postwar era. Mollenhauer is often remembered in Germany today for his first book titled Education and Emancipation: Polemical Sketches, but he received international renown for his final monograph, Forgotten Connections: On Culture and Upbringing. Although Mollenhauer characterized Forgotten Connections as actually working to move towards a more “substantial conception of emancipation,” many of his followers and colleagues such as Kaufmann et al. saw it as nothing less than an act of “infidelity to those who had taken on his emancipatory pedagogy” ( Kaufmann et al., 1991 : 86). In the light of these differences in emphasis and interpretation, this paper provides an overview of Forgotten Connections that (following Wivestad and Saevi) sees it as presenting six main questions and themes—ranging from “Why do we have children” to “How can we respect and draw out a child’s inherent character?” However, in doing so, this paper simultaneously traces Mollenhauer’s own efforts to develop a more substantial concept of personal and political emancipation in this text.

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3

Friesen, Norm, and Merilee Hamelock. "Augustine, Wittgenstein, and “the Call” in Mollenhauer’s Forgotten Connections: On Culture and Upbringing." Phenomenology & Practice 6, no. 2 (February 14, 2013): 94–107. http://dx.doi.org/10.29173/pandpr19864.

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Augustine’s autobiographical Confessions (1909) contains one of the first accounts of a child learning to speak. This account, in turn, is central to Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing (1983/in press), a book internationally regarded as one of the most important German contributions to philosophy of education and curriculum theory in the 20th century. This book’s interpretation of Augustine’s description, as well as its divergence from an earlier interpretation by Wittgenstein in his Philosophical Investigations (1953) form the initial focus of this paper, which undertakes close readings of both approaches to Augustine. We argue that Wittgenstein’s account, while quite similar to that of Mollenhauer, arrives at an impasse, particularly insofar as training (Abrichtung), education and upbringing is concerned. In his subsequent attempt to “rescue” Augustine from Wittgenstein’s critique, Mollenhauer develops three highly original notions that are central to his own understanding of upbringing: presentation, representation and Bildsamkeit. Significantly, the divergence of Mollenhauer’s and Wittgenstein’s interpretations also throws into sharp relief Mollenhauer’s particular, dialogical and pedagogical interpretation of “the call,” as it is originally articulated in Augustine.

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4

Wivestad, Stein M. "Klaus Mollenhauer's "Forgotten Connections": A sketch of a general pedagogic." Phenomenology & Practice 8, no. 2 (November 22, 2014): 7–14. http://dx.doi.org/10.29173/pandpr23415.

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Mollenhauer presents his book as a rough sketch of what Allgemeine Pädagogik (General Pedagogic) could be – an outline of "a general study of Bildung and upbringing" (Mollenhauer, 2014, p. 9) – a daring project, which in my view is even more needed today than in 1983. Mollenhauer shows a way to a practically committed, historically-founded and future-oriented theory of emancipatory upbringing and education; built on reliable elements in the cultural and pedagogical tradition, which we, as responsible adults, should not forget, when we, together with the new generation, face present and future challenges. In this essay, I attempt a short interpretation of his sketch and give some brief evaluative comments in the final section.

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5

Klein, Alexandra. "Verwahrlosung – Eine sozialpädagogische Vergegenwärtigung mit Klaus Mollenhauer." Soziale Passagen 3, no. 1 (June 2011): 115–25. http://dx.doi.org/10.1007/s12592-011-0071-1.

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6

Breinbauer, Ines M. "Klaus Mollenhauer: Vergessene Zusammenhänge: Über Kultur und Erziehung. München: juventa 1983. 184 S." Vierteljahrsschrift für wissenschaftliche Pädagogik 61, no. 4 (July 10, 1985): 510–14. http://dx.doi.org/10.30965/25890581-06104009.

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7

Friesen, Norm, and Tone Sævi. "Reviving forgotten connections in North American teacher education: Klaus Mollenhauer and the pedagogical relation." Journal of Curriculum Studies 42, no. 1 (February 2010): 123–47. http://dx.doi.org/10.1080/00220270903494279.

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8

Saevi, Tone. "Why Mollenhauer matters. A response to Klaus Mollenhauer’s book Forgotten Connections: On Culture and Upbringing. Translated into English, edited and with an introduction by Norm Friesen." Phenomenology & Practice 6, no. 2 (February 14, 2013): 180–91. http://dx.doi.org/10.29173/pandpr19869.

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9

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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10

Biesta, Gert. "Remembering forgotten connections: Klaus Mollenhauer’s opening to theorising education differently." Phenomenology & Practice 8, no. 2 (November 22, 2014): 34–38. http://dx.doi.org/10.29173/pandpr23419.

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11

Masschelein, Jan. "An elementary educational issue of our times? Klaus Mollenhauer’s (un)contemporary concern." Phenomenology & Practice 8, no. 2 (November 22, 2014): 50–54. http://dx.doi.org/10.29173/pandpr23423.

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12

Magnússon, Jonas Nordmark, Gunnlaugur, and Johannes Rytzler. "Pedagogikens centrala frågor - En läsning av Klaus Mollenhauers Forgotten Connections. On Culture and Upbringing." Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk 27, no. 1 (January 1, 2018): 151–61. http://dx.doi.org/10.48059/uod.v27i1.1097.

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13

Pols, Woulter. "The return of pedagogic: On the Dutch translation of Klaus Mollenhauer’s Vergessene Zusammenhänge." Phenomenology & Practice 8, no. 2 (November 22, 2014): 15–19. http://dx.doi.org/10.29173/pandpr23417.

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14

Ramaekers, Stefan, and Naomi Hodgson. "Parenting apps and the depoliticisation of the parent." Families, Relationships and Societies 9, no. 1 (March 1, 2020): 107–24. http://dx.doi.org/10.1332/204674319x15681326073976.

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In educational research, digital technology has received considerable attention, and in early childhood studies this has largely focused, understandably, on children. Our concern here is with the figure of the parent and on a specific digital technology ‐ apps designed for parents. While apps can be seen as a digital extension of existing information and advice that has proliferated in the turn to parenting, and exhibits many of the characteristics of the parenting culture ‐ for example, positioning parents as in need of education, drawing predominantly from developmental psychology and neuroscience ‐ the particular affordances of apps draw attention to a more profound shift in how we understand what it means to raise children today, particularly if we reassert the representational ‐ political, pedagogical ‐ dimension of the figure of the parent.This article considers the implications of parenting apps for the position of the parent in the parent‐child relationship. Key focuses in the critical sociological literature on the ‘parenting culture’ and the increasing digitisation of our daily lives are summarised to show how parenting apps can be seen as an extension of the instrumentalisation, scientisation and psychologisation identified therein. A pedagogical-philosophical register is introduced, however, informed by Stanley Cavell’s account of initiation in forms of life and Klaus Mollenhauer’s account of upbringing, that brings out the political aspect of the figure of the parent as a representative figure situated between child and world. With reference to a selection of apps aimed at the period from pregnancy to three years old, we illustrate how, while sharing similarities with the existing sources of information and advice for parents, parenting apps are distinctive due to the personalisation, visualisation and notion of community they offer. Hence, what appears as a politicisation of parents through a sociological lens is seen as a depoliticisation of parents through a pedagogical-philosophical lens.

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15

"Projekt: „Klaus Mollenhauer Gesamtausgabe. Textkritische und kommentierte Edition der Schriften Klaus Mollenhauers“." Erziehungswissenschaft 30, no. 58 (1-2019) (August 6, 2019): 123–25. http://dx.doi.org/10.3224/ezw.v30i1.20.

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