Universität Wien

190031 SE Education, Socialisation and Society (2023S)

Space as a pedagogical dimension

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

Tuesday 07.03. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
Tuesday 21.03. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
Tuesday 18.04. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
Tuesday 02.05. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
Tuesday 16.05. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
Tuesday 13.06. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG
Tuesday 27.06. 15:00 - 18:15 Seminarraum 4 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

The course discusses the relationship between space and pedagogy. For this purpose, theoretical perspectives will be elaborated and their pedagogical dimension will be explored in excursions to specific places. Excursions in the Vienna area are planned, which will be prepared by teams of students. The seminar aims to work out how spaces - not only so-called "pedagogical spaces" such as schools or university buildings or kindergartens - have a pedagogical effect, how and whether they (should) educate, how and whether they enable and stimulate education in confrontation with them.

Assessment and permitted materials

Attendance and continuous participation are prerequisites for the assessment.
The seminar is continuously tested. The first part consists of the written elaboration of the presented pedagogical space. The second part consists of the presentation during the excursion. The third part of a term paper that relates the theoretical background that has been developed to the presented spaces.

Minimum requirements and assessment criteria

Continuous seminar participation and collaboration are expected. The examination of theoretical concepts of pedagogical space is as much a part of this as the familiarization with an exemplary space and its representation. Field trips are an integral part of the seminar. Since the seminar sees itself as a research event, personal initiative is desired. This can consist, for example, in bringing texts but also interesting places and spaces into the seminar. The seminar is designed as a research community. The seminar doesn't need to produce publishable articles or other publications (e.g. podcasts), but it is certainly desirable.

Examination topics

The seminar stands for a coexistence of research and teaching. This does not mean that the teacher communicates the results of his current research to the learners, but that we want to do research together on the subject of pedagogy and space and learn that way. Of course we will not be able to do this without going back to the theoretical preparatory work. In addition, however, each and every participant will research a room and its pedagogical significance in a special way. From the preparation to the implementation to the writing of the excursion to this place, she and he will accompany this research achievement throughout the seminar.

Reading list

1. Räume bilden - pädagogische Perspektiven auf den Raum, von Constanze Berndt, Claudia Kalisch und Anja Krüger (Hg.)
2. Räume zum Lernen und Lehren: Perspektiven einer zeitgemäßen Schulraumgestaltung von Joachim Kahlert, Kai Nitsche und Klaus Zierer (Hg.)
3. Die pädagogische Gestaltung des Raums: Geschichte und Modernität Taschenbuch; 2003, von Franz J Jelich (Herausgeber), Heidemarie Kemnitz (Herausgeber)
4. Erziehungswissenschaftliche Diskurse über Räume der Pädagogik: Eine kritische Analyse 1 , von Martin Nugel (Autor)
5. Lehn, Antje, Stuefer, Renate (Hg., )räume bilden - Wie Schule und Architektur kommunizieren, Arts & Culture & Education, Band 5., Hg. von Agnieszka Czejkowska
6. Gerold Becker: Räume bilden. Studien zur pädagogischen Topologie und Topographie (Neue Sammlung), Seelze-Velber Kallmeyersche Verlagsbuchhandlung 1 Auflage, 1997, ISBN: 9783780041876
7. Erwin Rauscher (Hg.): Lernen und Raum - Gebaute Pädagogik und pädagogische Baustellen. Pädagogik für Niederösterreich, Band 5
8. Schluß, Henning / Vicentini, Caroline: Wie wirkt der dritte Erzieher? In: Corina Binder / Karin Harather / Christian Kühn / Dörte Kuhlmann / Christian Peer / Emanuela Semlitsch / Renate Stuefer / Katharina Tielsch /
Claudia Maria Walther (Hrsg.): Bildungslandschften in Bewegung - Positionen und Praktiken.Sonderzahl Verlag, Wien 2018, ISBN: 978 3 85449 507 9, S. 198-202.
9. Schluß,Henning / Vicentini, Caroline (2020): Schulen für die Zukunft und die Zukunft der Schule - Der dritte Pädagoge. In: Schulverwaltung - Fachzeitschrift für Schulentwicklung und Schulmanagement. SchVw aktuell Österreich 8. Jg. 2 / 2020, S. 34-37. ISSN 2195-33SX
10. WÜNSCHE, K.: Bauhaus- Versuche , das Leben zu ordnen. Wagenbach, 1989
11. Henning Schluß/Stefanie Lachmann: Raum als pädagogische Dimension?; Untersuchungen am Joachimsthalschen Gymnasium. in: Bildung und Erziehung, 60. Jg 1/2007, S. 79-95.
12. Otto Friedrich Bollnow: Mensch und Raum, Kohlhammer.
13. Klär, Johanna: Bildungsräume als Schlachtfeld. Zum Verhältnis von Raum und dem Kampf um Anerkennung. Beiträge zu Bildungstheorie und Bildungsforschung, Bd. 14 Logos-Verlag, Berlin, 2020,

Association in the course directory

WM-M13

Last modified: We 25.01.2023 16:28