Journal of Social Science Education (JSSE - Universität Bielefeld)
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Editorial: Gender Issues – Still Relevant for Social Science Education?
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In Search for the Best Constitution
Get PDF"What is the best constitution and the best form of life for most nations and mankind? It is first, a form of everyday life that the majority of people is able to conduct, and which is the constitution most nations could adapt to easily." (Aristotle) Till today, this Aristotelian question is the central question of political philosophy and institution building. To solve this question, on the one hand Aristotle referred back to a concept by Herodot, which distinguishes between monarchy, oligarchy and democracy. On the other hand, he used the analysis made by Plato in his famous work "Politeia". Aristotle collected, described and compared about 158 constitutions of his time. He discovered two basic conditions which guarantee a stable community and are suitable for ordinary people: a well balanced social structure and possibilities for participation that are accessible to all social groups. Pupils are involved in this historical process of social discovery by simulation and thinking exercises. During the project they experience practically and work out theoretically the possible threat to community and state institutions. They create their favourite political system - partly from their own imagination and partly by consulting the work of Aristotle. Finally they design a social and a political system. In doing so they gain knowledge and deep insight in respect to the tasks and difficulties that a political system should be able to cope with and solve. This will lead them, in the future, to a better understanding of their own nation\u27s constitution
Social Constructivism – Society as Construction (in German)
No full textConstructivism is a theory of cognition based on the science of neurons that emphasizes the operational closeness and structure determination of the human perception and thinking processes. Learning as well is a self-acting, creative construction of knowledge. The learning process can be activated, but not directed by teaching efforts. The construction of knowledge is not only an individual mental process. On the one hand society itself constructs knowledge, on the other hand society is a result of constructions. The social constructivism, as conceived by P. Berger, T. Luckmann, J. Searle, K. Gergen, is especially inspiring for social science education. A differentiation between different forms of construction is suggested: reconstruction, deconstruction, self-construction, co-construction
„What is My Part in It?“ – The Importance of Constructivism for Historical-Political Learning in School (in German)
Get PDFThe article at hand assumes that deprecating utterances of students with regard to history and politics classes could be a sign of a deficit of legitimization. Furthermore the writer hypothesizes that students are willing to deal with historical and political matters if they are able to derive an "active shaping of a sustainable path of life" (see Jung 2001, 17). In this context the importance of history as a historical social science is reflected. If we manage to enlarge the range of primary experiences of present with the secondary experiences of history it will be possible to construct "a tradition of acting". Consequently, changes can be perceived and ascribed to the acting of people in periods. According to this background, a more intensive cooperation between the social reference sciences history and politics seems to be preferable and essential. The cognitive model of constructivism composes the theoretical reference frame of the considerations at hand
Editorial: Best Practice Performances of Model Curricula (Lehrkunst) and Lesson Study - Two Concepts and a Joint Venture in the Field of Subject Didactics?
Get PDFKerncurriculum: Suchstrategien und Kriterien für einen Lehrstück-Kanon im Lernfeld Gesellschaft/ Politik
Get PDFLehrstücke im Lernfeld Gesellschaft/Politik - Fehlanzeige? Entlang von acht Suchstrategien in Geschichte und Konzeptionen der Fächergruppe wird nachgewiesen, daß es eine gewachsene Tradition von Unterrichtsmodellen gibt. Politische Lehrstücke liegen auf den unterschiedlichen Ebenen des Elementaren nach Klafki: Fundamentales, Exemplarisches, Typisches, Klassisches, Repräsentatives. Das Paradigma der kategorialen Konfliktdidaktik führt zu einem sachlogischen Kerncurriculum, das es Schülerinnen und Schülern ermöglicht, die werthaltigen Verfahren der Demokratie im Prozeß des Werdens zu erleben und zu reflektieren. Für diese Logik und Grammtik des Politischen gibt es drei Inszenierungsmodi. Die Weiterentwicklung vorliegender Unterrichtsmodelle sichert Qualitätsstandards und wird als mittelfristige Strategie der Curriculumreform empfohlen
Das genetische Prinzip als Brücke zwischen Lebenswelt und Politik - Eine Lehrkunstwerkstatt zum Thema Zukunft
Get PDFDieser Beitrag will dazu anregen, den Fokus politikdidaktischer Debatten von theoretischen Konzeptionen auf die Gestaltung von Lernprozessen zu lenken. Er simuliert eine Lehrkunstwerkstatt (I.1.), in der sieben Unterrichtsmodelle zum Schlüsselthema Zukunft verglichen werden (I.2.). Dabei konkretisieren sich zwei typische Probleme: austauschbare, schnell veralternde Inhalte und der Transfer zu Analyse- und Urteils-Kategorien. Das genetische Prinzip wird als mögliche Abhilfe eingeführt: Es vernetzt Kategorien zu Konzepten und sucht nach besonderen Inhalten (Exempeln), die Lernende in Entdeckungsprozesse verwickeln (I.3.). Das Konzept Zukunft (Prognose - Utopie - Planung) (I.4.) lässt sich durch fünf genetische Zugänge erschließen: von subjektiven Vorstellungen aus (II.1.), auf den Spuren wissenschaftlicher Erkenntnisse (II.2.), mit Modellen politischer Realität (II.3.), anhand historischer Politikvorstellungen und Ursprüngen sozialer Neuerungen (beide II.4.). Fazit: Das genetische Prinzip erweist sich als hilfreiches Suchinstrument für ein politisches Kerncurriculum (II.5.)
