Journal of Social Science Education (JSSE - Universität Bielefeld)
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Zur nachhaltig ausgerichteten Dekonstruktion des wirtschafts-didaktischen Diskurses über ökonomische Kategoriensysteme
Get PDFDer Beitrag reflektiert am Beispiel wirtschaftskategorialer Systeme den Status quo bezogen auf die Implementierung des normativen Nachhaltigkeitsgedankens in curriculare Strukturen und fachdidaktische Konzepte ökonomischer Bildung. Dazu wird die These entwickelt, dass eine einseitig auf neoklassische Kategorien ausgerichtete Wirtschaftsdidaktik eine nur unzureichend fundierte Plattform darstellt, um wirtschafts- und nachhaltigkeitsbezogene Probleme angemessen diskutieren, bearbeiteten und lösen zu können. Es wird gezeigt, dass die im Modus von wirtschaftkategorialen Struktureinsichten angebotene Objektseite ökonomischer Bildung zu eng angelehnt ist an die Modelle der neoklassisch geprägten Wissenschaftssystematik. Es bedarf hier nachdrücklich einer Erweiterung der an den Logiken neoklassischer Modellierungen orientierten stoffkategorialen Systeme um soziale und ökologische Faktoren bzw. um Kategorien aus dem Nachhaltigkeitsdiskurs, wie z.B. Vernetzung, Gerechtigkeit, Globalität, Zukunft, Kommunikation und Partizipation. Als Grundlage für die Entwicklung wirtschaftskategorialer Systeme und zur fachwissenschaftlichen Fundierung curricularer Konstruktionen ökonomischer Bildung im Sinne der Nachhaltigkeitsidee wird ein interdisziplinärer Zugang sowie ein Rekurs auf alternative ökonomische Referenztheorien bzw. -modelle empfohlenThe article reflects on the status quo with regard to the implementation of the normative sustainability-idea in curricular structures and didactical concepts of economic education using the example of economic-categorical systems. Accordingly, it is not appropriate to discuss and treat economical and sustainable problems through an economic didactic which is based upon neoclassical categories in biased way but to demonstrate that the economical categories intensively refer upon the models of neoclassical economy. Therefore an extension of neoclassical models towards social and ecological factors and categories of the sustainability-discourse respectively is required, e.g. integration, justice, globality, future, communication and participation. As a basis of the development of economic-categorical systems and the science-based foundation of curricular constructions of economic education in a sustainable sense an interdisciplinary access and a regress of alternative economic theories are recommended
Do Underachievers Need Sociology?
Get PDFThis paper presents a promising model for using sociological learning to support the education of young people who are socially disadvantaged or display behavioral problems. A great many of these students are trapped in patterns of negative behavior. The goal of the model is to enable these young people to think explicitly about the role they are playing and to encourage them to strike out in a new direction. To this end, Erving Goffman’s sociological insights are used to stage a theatrical performance about school. This approach is informed by the microsociological tradition of proceeding from the concrete to the abstract in order to facilitate inductive learning and self-reflection. Goffman’s theory of social action provides the social-theoretical background for the theatrical action, while also serving as a medium of contrast for the analysis of the individual, interaction, and institution in subsequent reflections about school. In this way, sociological theory not only serves as a theoretical foundation for the lesson, but is also explicitly its subjectDer Aufsatz zeigt eine erfolgversprechende Möglichkeit auf, soziologisches Lernen als Beitrag zur Förderung sozial benachteiligter und verhaltensauffälliger Jugendlicher in der Schule zu implementieren. Die meisten dieser Schüler sind in ihren Handlungsmustern gefangen. Ziel ist es, diesen Jugendlichen die Möglichkeit zu eröffnen, bewusst über ihre Rolle nachzudenken und einen anderen Weg einzuschlagen. Hierfür werden Erkenntnisse aus Erving Goffman‘s Soziologie für ein schulisches Schauspiel genutzt, um ganz im Sinne der mikrosoziologischen Tradition vom Konkreten auf das Abstrakte zu schließen und damit induktives Lernen sowie Selbstreflexion zu ermöglichen. Goffman‘s Theorie sozialen Handelns bildet für das szenische Spiel zunächst das sozialtheoretische Hintergrundrauschen, um schließlich in der Reflexion der sozialen Situation in der Schule als Kontrastmittel für die Analyse von Person, Interaktion und Institution zu dienen. Die soziologische Theorie dient hierbei also nicht nur zur theoretischen Fundierung des Unterrichts, sondern wird auch explizit zum Unterrichtsgegenstand
Children’s Television as a Medium for Social Orientation? – An Approach in the Perspective of Children’s Use of Television
Get PDFThe development of individualism, distinction and pluralism has not simply slipped by the every-day life of children and youth. Today they are moreover understood as humans, who take an active role in their social life. On the threshold from being a child to becoming an adolescent, children find themselves in a state of radical change, during this process they look out for possibilities of orientation. Accordingly questions of orientation are no longer mainly/principally asked within a personal environment, but increasingly outwards; for example towards the media. Television is still today the main form of media and presents an attractive source of orientation from which the youth today summon up their symbolic materials for their structuring of life. Adults to whom the children relate most closely and educationalists have their own opinion of what is important regarding the social orientation of the children. However which subjects of social orientation interest today’s youth? This question follows the existing work related to the background of the living situation. Which programmes are they viewing and which subjects of social orientation are in their favourites
12 Jahre Berufserfahrung – Die besondere Situation des Lehramtsstudiums als Herausforderung für die fachdidaktische Ausbildung
Get PDFEs gehört zur besonderen Situation des Lehramtsstudiums, dass die Studierenden hier bereits zu Beginn ihrer Ausbildung über mindestens 12 Jahre Erfahrung mit schulischen Lernprozessen verfügen. Dass sie diese Lernprozesse fast ausschließlich aus der Perspektive der Lernenden und nicht der Perspektive der Lehrenden kennen, hindert sie dabei nicht daran, sich z.T. bereits ausgefeilte Vorstellungen darüber zu bilden, wie solche Lernprozesse sinnvoll zu gestalten sind. Mit fachdidaktischen Theorien haben diese Vorstellungen häufig wenig gemeinsam, obwohl sie je nach fachlichem Gegenstand durchaus differenziert strukturiert sind. In meinem Beitrag möchte ich mich mit diesen Vorstellungen beschäftigen und aufzeigen, wie diese im Rahmen fachdidaktischer Einführungsveranstaltungen fruchtbar gemacht werden könnten.It belongs to the special situation of teacher studies that students already at the beginning of their training have at least 12 years experience with school learning processes. Even if they know these learning processes almost exclusively from the perspective of pupils and not from the perspective of teachers, it does not prevent them from forming partially sophisticated conceptions how to arrange such learning processes. These conceptions are hardly connected with educational theories, although they differ in structure depending on the topic. In my essay I would like to be concerned wih these conceptions and I want to point out, how this could be made useful in the context of educational introduction tutorials
Improving the Quality of Students’ Judgements Through Assessment for Learning
Get PDFSpecifications in England and Wales frequently cite improvement in the quality of students’ arguments as a key objective of courses of study for public examinations. More generally, this objective might be seen as a central element in the process of citizenship education. However, there is evidence that progress in the quality of students’ arguments is disappointing relative to other dimensions of their achievement. Research evidence on the differences between informal and formal arguments provides a basis for identifying weaknesses in students’ arguments that might be addressed in teaching. This evidence also suggests ways in which these weaknesses might be addressed. However, this literature provides a generic account of the development of argument, rarely paying attention to differences between different subjects. Drawing on this literature this paper describes an approach to supporting the development of students’ arguments within two curriculum subject areas: geography and business studies. Similarities and differences between the subjects are identified and the way in which these characteristics of arguments have been used with students to develop their arguments is exemplified
mypoliticalspace – Making Politics Visible through Web 2.0
Get PDFWeb 2.0 is one of the later innovations in Internet-related developments. The term expresses less a new piece of technology but more new ways of using the Net; weblogs and social networks like myspace are among the most prominent examples of Web 2.0. Its catchphrase may be: you control your own data. Web 2.0 gimmicks bear new possibilities for young people, which are the heaviest users of the Internet, not only to get political information, but also to show and share their views and opinions. It also gives politicians a way of presenting themselves without any interference. In both ways it can contribute to a process of making politics visible. Besides assessing some data about political Internet usage the article tries to show some opportunities as well as problems related to making politics visible in Web 2.0
Coming of Age at Bullworth Academy: Bully and Narratives of Youth Violence
Get PDFThe 1999 rampage at Columbine High School, and the high-profile school shootings that preceded it, dramatically heightened pre-existing cultural anxieties about the consumption of violent media in childhood. In particular, videogames received unprecedented public scrutiny, and even now the spectre of Columbine continues to hang over any discussion of violent videogames. When Rockstar Games, developer of the ultraviolent Grand Theft Auto series, announced Bully, a similarly styled game that would take place in a school, controversy predictably ensued. Rockstar made no effort to dispel this controversy, and might have actually encouraged it, but the game itself bears little relation to an archetypal school shooting. As a text, Bully represents a much different narrative of adolescence, one that questions the morality of adult institutions and problematizes the very idea of “growing up.” This essay compares and contrasts Bully with other narratives of youth violence, ranging from the popularly accepted telling of the Columbine shootings to William Golding’s Lord of the Flies
Why Sociology Has a Marginal Position in Civic Education in Bulgaria Nationally Specific and/or Universal Trends
Get PDFThe authors claim that, to an extent, the marginalization is a by-product of relationship among sociology, citizenship education and school education in general. This relationship is pretty complex and problematic because each of the three constituents undergoes a phase of fundamental crisis of axiological and institutional character. The developments in American sociology that exemplifies the state of affairs in the field are taken as point of departure while the Bulgarian case is used just as a magnifying glass to see clearer the triple crises which bring us to the roots of the civilizational transformation experienced today.The moral of the story is that sociology has been marginalized in last decades because its public and academic status won by the previous generation can not be taken for granted. It does not correspond to the pressing demands of the changing world for a different type of sociology. Thus sociology falls easy prey to the academic competitors who follow aggressive strategy and policy of public expansion even in civil education. The particular situation in other countries may be different but these are common general rules of construing sociology. At the end the paper offers some guidelines for transformation of the pattern in which contemporary sociology should be practiced in order to raise its public and civic relevance through refocusing it on sophisticated mediation of public policy and actions of citizens and through new forms of cultural communication
Vom Nachhaltigkeitsdiskurs zum hochschuldidaktischen Kriteriensatz
Get PDFAls regulative Idee impliziert die „Nachhaltigkeitsidee“ eine Reihe geisteswissenschaftlicher Theoreme. Sie gilt daher als überkomplex und konnte bislang hochschuldidaktisch nicht systematisch transformiert wurden. Zur Rede stehen hier begriffliche Großprojekte wie Gerechtigkeit, Verantwortung, Partizipation, Retinität oder Globalität und Interkulturalität, die als Kristallisationspunkte der Nachhaltigkeitsidee die Grundlagentexte, Positionspapiere und Programme durchziehen. Im Anschluss an die heuristische Studie Globalität und Interkulturalität als integrale Bestandteile beruflicher Bildung für eine nachhaltige Entwicklung (GInE, www.ibw.uni-hamburg.de/GInE) wurde ein didaktisches Strukturgitter entworfen, das exemplarische Problemlagen und Dilemmata benennt, so wie Reflexionskategorien für die Hochschuldidaktik in der beruflichen Lehrerbildung zur Diskussion stelltAs a regulative concept, the idea of sustainability implies a number of theorems in the field of humanities. It is regarded as supercomplex and, thus, could not yet be systematically transformed in university didactics. Large scale conceptual terms such as justice, responsibility, participation, retinity, globality, and interculturality are at the core of the discussion – terms which run through basic texts, policy papers, and programmes as focal points of the idea of sustainability. With respect to the heuristic study Globality and Interculturality as Integral Elements of a Professional Education for a Sustainable Development (GInE, www.ibw.uni-hamburg.de/GInE), a didactic framework was designed which not only denotes exemplary problems and dilemmata but also puts up categories of reflection for a university didactics aiming at a professional teacher training
Zum Verhältnis von Nachhaltigkeit, Gerechtigkeit und Bildung
Get PDFGerechtigkeit ist eine der Voraussetzungen für Nachhaltigkeit. Eine der wichtigsten Aufgaben der Bildung ist deshalb die Vermittlung von Gerechtigkeitsstandards. Was aber ist Gerechtigkeit? Unter Bezugnahme auf philosophische Betrachtungen sowie auf Forschungsergebnisse aus Soziologie, Sozialpsychologie und Neurobiologie kommt die vorliegende Untersuchung zu dem Ergebnis, das Gerechtigkeit eine Synthese aus Verstand, Vernunft und Gefühl ist, die sich auf die Freiheitsbeschränkung individuellen Handelns bezieht. Während uns Verstand und Vernunft abstrakt bleiben, geht der eigentliche Handlungsimpuls vom Gefühl aus. In den aktuellen Bildungszielen spielen Gefühle als motivationale Grundlage gerechten Handelns praktisch keine Rolle. Dem gegenüber dominiert die Ausbildung instrumentellen Verstandes. Welche fatalen Folgen eine Überbetonung der Verstandesbildung gegenüber Vernunft und Gefühl hat, zeigen die Arbeiten der Aufklärungskritik. Die Verfasser kommen zu dem Schluss, dass Bildung, die dem Leitbild der Nachhaltigkeit gerecht wird, verstärkt auf Vernunft und Gefühl setzen sollte“If we do not act, millions of people will suffer.” The relationship between sustainability, justice and education. Justice is a precondition for sustainability. Therefore one of the most important tasks of education is the communication of standards of justice. But what is meant by justice? With regard to philosophical reflections as well as results of the latest research in the fields of sociology, social psychology and neurobiology, this paper concludes that justice is a synthesis of understanding, reason and compassion. This synthesis refers to the restriction of freedom of individual action. Whereas our understanding and reason remains abstract, the real impulse of action comes from compassion. Compassion as a motivational basis plays no role in current educational goals. In contrast education is dominated by instrumental understanding. The fatal consequences of overemphasizing education of understanding versus reason and compassion can be seen in works on the criticism of enlightenment. The authors of this paper conclude that education, which meets the model of sustainability, must emphasize reason and compassion