Now showing 1 - 5 of 8
- ItemVom Überschreiten der „Schattenlinie“. Zur Aktions- und Handlungsforschung der 1970er Jahre im Spannungsfeld von Theorie und Praxis(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Haupt, Selma; Zenke, Christian Timo; Technická univerzita v LiberciStarting from the discussion on the theory- practice relation in educational science, this article focuses on the tradition of action research, particularly in the course of the 1970s. Using the example of Laborschule Bielefeld, a state-run experimental school, it examines the challenges that arise in the attempt to fundamentally question the boundaries between theory and practice in the mode of action research. Not only does it become apparent that the tension between theory and practice cannot be completely resolved – even if an attempt is made to resolve it constructively in a group of “teacher researchers” who act as autonomously as possible – but the fundamental difficulties of participatory research in the field of pedagogy are revealed.
- ItemUsing of Digital Storytelling in the Teaching of History(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Lanszki, Anita; Technická univerzita v LiberciThe paper presents the results of an empirical study in which students (N=41) made digital stories in history classes in two different age groups. The aims of using digital storytelling in history classes were, on the one hand, to find and use relevant written and visual sources, and on the other hand, to create a personal connection to a historical person or event. The purposes of the research were (1) to clarify the conditions of applying digital storytelling in history classrooms in lower and upper secondary school levels and (2) to measure the impact of it on students’ learning competencies. The teachers wrote case studies, and students wrote learning diaries about their educational experiences. Students’ reading, writing, and listening skills were measured with pre- and post-tests. Throughout the project, the active involvement of students, their own learning activities, and creativity with digital tools were observed. We have found that the method creates a link between generations. Meanwhile, core competencies such as reading and writing were developed. The didactic limitations of using digital storytelling could be traced back to the lack of time, digital equipment and rooms.
- ItemDie „Arbeitsgemeinschaft“ im Erziehungsvollzug der Landesstrafanstalt Untermaßfeld/Thüringen um 1930(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Oelbauer, Daniel; Technická univerzita v LiberciAt the beginning of the 1920s there were groundbreaking developments in Thuringia‘s penal system and adult education. The execution of retribution gave way to an education which pursued the goal of treating each prisoner individually. Educational measures were given special priority. In particular, the offer included adult education formats in the understanding of the „Neue Richtung“ of Weimar adult education. The participants should be enabled to plan and shape their need for education independently. „Arbeitsgemeinschaft“ (working group) was used as method. Against the background of different framework conditions in the penal system and „free“ adult education, the question of the challenges that had to be overcome for the (successful) implementation of working groups is investigated using the example of the Thuringian state penal institution Untermaßfeld.
- ItemAufwachsen und das Aufwachsen unterstützen – Zur Thematisierung und Unterstützung von Übergängen in Christian Heinrich Zellers Ueber Kleinkinder-Pflege(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Engelmann, Sebastian; Technická univerzita v LiberciTransitions are a hot topic in educational science. At the same time, they have been addressed in educational literature for quite some time, and the multitude of guidebooks in particular have always been concerned with supporting transitions. This paper elaborates how a nineteenth-century guidebook formulates advice on the upbringing of young children to help facilitate the transition from the post-natal to the toddler stage, as well as providing a religious upbringing. The question is answered by a discussion of the selected guidebook Ueber Kleinkinder- Pflege by the pietist teacher Christian Heinrich Zeller.
- ItemDie ‚Entdeckung‘ der Jugend durch die Pädagogik Friedrich Wilhelm Foersters im Spannungsfeld von natürlicher Kraft und christlicher Idealität(Národní pedagogické muzeum a knihovna J. A. Komenského, ) Maier, Alexander; Technická univerzita v LiberciThis paper is picking up the assumption, that youth was ‘discovered’ at the beginning of the 20th century as an own life stage as well as a kind of aesthetic energy that inspired people of every age and class to cultivate an idealistic sentiment and attitude. In this context, the essay is posing the question in which way Friedrich Wilhelm Foerster (1869–1966) and his pedagogical thinking have contributed to this discovery. Thereby, the paper can also be understood as an input – among others – to close the research gap on Foersters educational theory. There are two main focuses: The first one lies on his comprehension on education as ‘self-education’ of the youth, which is allowed by their natural force. Because nature is disordered, ‘self-education’ needs – this is the second aspect – an idealistic orientation: the Christian faith. On the way to clarify his concept of ‘self-education’, that was inspired by the United States ‘progressive education’, and to curve out the role of the Christian tradition, the essay compares Foerster with John Dewey (1859–1952). At last, this exploration leads not only to the result, that the heritage of Christianity was meaningful for both but also, that this Christian influence gave their concepts of ‘new education’ – in contrast to others – some precise criteria, so that they were able to deal with ‘normal’ young people (instead of the ‘holy child’) and to resist fascism or socialism. But this doesn’t mean, that Foersters educational concept was exempt of ambivalence in a pedagogical perspective.