|
Human Science Pedagogy
Human Science Pedagogy is the branch of the Human science concerned with education, upbringing, teaching and individual growth or formation (''Bildung''). It is oriented to teaching and learning practice, to the relational experience of the teacher and student, to questions of ethics, history and to what it is to be human. It was the dominant approach to educational scholarship teacher education, and the philosophy of education, and in Germany from the Weimar Republic, Weimar Era to the late 1960s. Human Science Pedagogy is based on the educational work of Friedrich Schleiermacher, which was integrated by Wilhelm Dilthey into his conception of a multidisciplinary human science. It was subsequently consolidated by Herman Nohl and developed further by Otto Friedrich Bollnow, Theodore Litt, Jakob Muth and others. Human science pedagogy has endured in the work of Klaus Mollenhauer, Max van Manen and other recent and contemporary scholars. Common themes There are a number of common th ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Blochmann
Blochmann or Blochman is a surname. Notable people with the surname include: *Elisabeth Blochmann (1892–1972), German educator *Heinrich Blochmann (1838–1878), German iranist in Kolkata *Lawrence Blochman (1900–1975), American writer and translator See also *Brochmann {{surname ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Human Science
Human science (or human sciences in the plural), also known as humanistic social science and moral science (or moral sciences), studies the philosophical, biological, social, and cultural aspects of human life. Human science aims to expand our understanding of the human world through a broad interdisciplinary approach. It encompasses a wide range of fields - including history, philosophy, sociology, psychology, justice studies, evolutionary biology, biochemistry, neurosciences, folkloristics, and anthropology. It is the study and interpretation of the experiences, activities, constructs, and artifacts associated with human beings. The study of the human sciences attempts to expand and enlighten the human being's knowledge of its existence, its interrelationship with other species and systems, and the development of artifacts to perpetuate the human expression and thought. It is the study of human phenomena. The study of the human experience is historical and current in nature. I ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Bildung
''Bildung'' (, "education", "formation", etc.) refers to the German tradition of self-cultivation (as related to the German for: creation, image, shape), wherein philosophy and education are linked in a manner that refers to a process of both personal and cultural maturation. This maturation is a harmonization of the individual's mind and heart and in a unification of selfhood and identity within the broader society, as evidenced with the literary tradition of ''Bildungsroman''. In this sense, the process of harmonization of mind, heart, selfhood and identity is achieved through personal transformation, which presents a challenge to the individual's accepted beliefs. In Hegel's writings, the challenge of personal growth often involves an agonizing alienation from one's "natural consciousness" that leads to a reunification and development of the self. Similarly, although social unity requires well-formed institutions, it also requires a diversity of individuals with the freedom ( ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Teacher Education
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators (or, in some contexts, teacher trainers). There is a longstanding and ongoing debate about the most appropriate term to describe these activities. The term 'teacher training' (which may give the impression that the activity involves training staff to undertake relatively routine tasks) seems to be losing ground, at least in the U.S., to 'teacher education' (with its connotation of preparing staff for a professional role as a reflective practitioner). The two major components of teacher education are in-service teacher education and pre-service teacher education.see for example Cecil ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced or what is ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Germany
Germany, officially the Federal Republic of Germany (FRG),, is a country in Central Europe. It is the most populous member state of the European Union. Germany lies between the Baltic and North Sea to the north and the Alps to the south. Its 16 constituent states have a total population of over 84 million in an area of . It borders Denmark to the north, Poland and Czechia to the east, Austria and Switzerland to the south, and France, Luxembourg, Belgium, and the Netherlands to the west. The nation's capital and most populous city is Berlin and its main financial centre is Frankfurt; the largest urban area is the Ruhr. Settlement in what is now Germany began in the Lower Paleolithic, with various tribes inhabiting it from the Neolithic onward, chiefly the Celts. Various Germanic tribes have inhabited the northern parts of modern Germany since classical antiquity. A region named Germania was documented before AD 100. In 962, the Kingdom of Germany formed the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Weimar Republic
The German Reich, commonly referred to as the Weimar Republic,, was a historical period of Germany from 9 November 1918 to 23 March 1933, during which it was a constitutional federal republic for the first time in history; hence it is also referred to, and unofficially proclaimed itself, as the German Republic. The period's informal name is derived from the city of Weimar, which hosted the constituent assembly that established its government. In English, the republic was usually simply called "Germany", with "Weimar Republic" (a term introduced by Adolf Hitler in 1929) not commonly used until the 1930s. After the end of the First World War (1914–1918), Germany was exhausted and sued for peace in desperate circumstances. Awareness of imminent defeat sparked a revolution, the abdication of Kaiser Wilhelm II, formal surrender to the Allies, and the proclamation of the Weimar Republic on 9 November 1918. In its initial years, grave problems beset the Republic, such as h ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Friedrich Schleiermacher
Friedrich Daniel Ernst Schleiermacher (; 21 November 1768 – 12 February 1834) was a German Reformed theologian, philosopher, and biblical scholar known for his attempt to reconcile the criticisms of the Enlightenment with traditional Protestant Christianity. He also became influential in the evolution of higher criticism, and his work forms part of the foundation of the modern field of hermeneutics. Because of his profound effect on subsequent Christian thought, he is often called the "Father of Modern Liberal Theology" and is considered an early leader in liberal Christianity. The neo-orthodoxy movement of the twentieth century, typically (though not without challenge) seen to be spearheaded by Karl Barth, was in many ways an attempt to challenge his influence. As a philosopher he was a leader of German Romanticism. Biography Early life and development Born in Breslau in Prussian Silesia as the grandson of Daniel Schleiermacher, a pastor at one time as ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Wilhelm Dilthey
Wilhelm Dilthey (; ; 19 November 1833 – 1 October 1911) was a German historian, psychologist, sociologist, and hermeneutic philosopher, who held G. W. F. Hegel's Chair in Philosophy at the University of Berlin. As a polymathic philosopher, working in a modern research university, Dilthey's research interests revolved around questions of scientific methodology, historical evidence and history's status as a science. He could be considered an empiricist, in contrast to the idealism prevalent in Germany at the time, but his account of what constitutes the empirical and experiential differs from British empiricism and positivism in its central epistemological and ontological assumptions, which are drawn from German literary and philosophical traditions. Life Dilthey was born in 1833 as the son of a Reformed pastor in the village of Biebrich in the Duchy of Nassau, now in Hesse, Germany. As a young man he followed family traditions by studying theology at Heidelberg Un ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Otto Friedrich Bollnow
Otto Friedrich Bollnow (; 14 March 1903 – 7 February 1991) was a German philosopher and teacher. Biography He was born the son of a rector in Stettin in what was then northwest Germany (now Szczecin, Poland) and went to school in the town of Anklam. After gaining his Abitur (school leaving certificate) he studied mathematics and physics at Göttingen University, where he was influenced by the philosopher Herman Nohl. Bollnow received a doctorate in physics in 1925 and successfully completed his habilitation with Georg Misch at Göttingen in 1931. He taught at Göttingen for some years without being appointed to the faculty. Bollnow was a member of the Militant League for German Culture. In 1933 Bollnow signed the '' Vow of allegiance of the Professors of the German Universities and High-Schools to Adolf Hitler and the National Socialistic State''. In 1939 he moved to the University of Gießen then briefly to the University of Kiel, to the University of Mainz and finally in 195 ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Klaus Mollenhauer
Klaus Mollenhauer (31 October 1928 – 18 March 1998) was one of the most important German pedagogical theorists of the post-war era. His work focused on questions of critical pedagogy and the cultural and historical nature of education and upbringing. His final monograph, ''Forgotten Connections: On Culture and Upbringing'', is available in English translation. Biography Klaus Mollenhauer graduated from school in 1948, and then attended the College of Education in Göttingen, and working from 1950 to 1952 as an elementary school teacher in Bremen. He then studied education, history, psychology, literature and sociology in Hamburg and Göttingen. In 1958 he completed his PhD under the supervision of Erich Weniger, with his doctoral dissertation on "The Social Origins of the industrial society.” Mollenhauer then worked as a postdoctoral assistant to Erich Weniger and Henry Roth before 1962 as a Lecturer at the Free University of Berlin went and was appointed in 1965 as an ass ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Max Van Manen
Max van Manen (born 1942) is a Dutch-born Canadian scholar who specializes in phenomenological research methods and pedagogy. There are several interesting publications to conduct phenomenology of practice. He is an emeritus professor in the Faculty of Education at the University of Alberta The University of Alberta, also known as U of A or UAlberta, is a public research university located in Edmonton, Alberta, Canada. It was founded in 1908 by Alexander Cameron Rutherford,"A Gentleman of Strathcona – Alexander Cameron Rutherfor ..., where he is also a Distinguished Scholar at the International Institute for Qualitative Methodology. Books * ''Tone of Teaching'' (1986) * ''Researching Lived Experiences: Human Science for an Action Sensitive Pedagogy'' (1990) * ''The Tact of Teaching: The Meaning of Pedagogical Thoughtfulness'' (1991) * ''Childhood’s Secrets: Intimacy, Privacy, and the Self Reconsidered'' (1996), with Bas Levering * ''Writing in the Dark: Phenomenological ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
