190019 PS BM 4 Doing Education Science Using an Illustrative Theme (AHP+SB) (2023S)
Rewriting the Present through the Past - Historical Thinking and the Deconstruction of Educational Truisms
Continuous assessment of course work
Labels
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).
- Registration is open from We 01.02.2023 06:30 to Tu 21.02.2023 09:00
- Registration is open from Fr 24.02.2023 09:00 to Tu 28.02.2023 09:00
- Deregistration possible until Mo 20.03.2023 09:00
Details
max. 25 participants
Language: German, English
Lecturers
- Sophie Pia Stieger
- Enikö Gosztom (Student Tutor)
Classes (iCal) - next class is marked with N
Die LV findet ab 22.3. im Seminarraum 6 statt.
Wednesday
08.03.
13:15 - 16:30
Seminarraum 1 Sensengasse 3a 1.OG
Wednesday
22.03.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Wednesday
19.04.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Wednesday
03.05.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Wednesday
17.05.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Wednesday
31.05.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Wednesday
14.06.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Wednesday
28.06.
13:15 - 16:30
Seminarraum 6 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
This seminar introduces students to academic writing in educational science with a particular focus on "education and history".In addition to learning necessary scientific skills, such as literature research, citing and writing an excerpt, students are supported in finding their own research question and formulating their research project in an exposé, as well as conducting their own research and writing a final seminar paper.In the seminar, students get to know the historical-genealogical approach as one (of many) possibilities of educational research. This course aims to sensitize students to the historicity of the present and the historical genesis of ideals, concepts, and their own scientific and/or educational practice.Students will practice their academic skills by working with texts that deal with underlying assumptions and methods of historical educational research, as well as by engaging with examples of so-called 'Histories of the Present'. 'Histories of the Present' are a particular branch of historical research that aim to deconstruct contemporary truisms by showing how these supposed 'truths' came into being at certain times in certain places, in certain historical constellations and as a reaction to certain social demands.
Assessment and permitted materials
- Consistent and active participation in the seminar
- Completing several smaller assignments
o Exercises in research and citation
o Formulating a research question or thesis
o Writing an excerpt
o Formulating an exposé
o Etc.
- Writing a term paper
- Completing several smaller assignments
o Exercises in research and citation
o Formulating a research question or thesis
o Writing an excerpt
o Formulating an exposé
o Etc.
- Writing a term paper
Minimum requirements and assessment criteria
IMPORTANT: If you are unable follow the seminar in German, please get in touch with me before the start of the seminar so I can adjust my teaching material accordingly and provide you with additional help.Maximum one missed unit as attendance is mandatory in this seminar.The overall grade is made up of the seminar paper (50%) and several smaller assignments (50%). The positive assessment of the seminar paper is necessary but not sufficient for passing the seminar.
Examination topics
Reading list
Hacking, Ian (2002): Historical Ontology. Cambridge: Harvard University Press [Chapter 1: Historical Ontology ; Chapter 6: Making Up People]
Labaree, David F. (2013): Balancing access and advantage in the history of American schooling. In: Becker/Bühler/Bühler (Hrsg.): Bildungsungleichheit und Gerechtigkeit: Wissenschaftliche und Gesellschaftliche Herausforderungen. Bern: Haupt Verlag, S. 101-114
Reh, Sabine/Scholz, Joachim (2018): Historische Bildungsforschung und ihre erziehungswissenschaftlichen Perspektive. In: Erziehungswissenschaft 29 (56), 113-120.
Tenorth, Heinz Elmar (2018): Historische Bildungsforschung, in: Tippelt/Schmidt-Hertha (Hrsg.): Handbuch Bildungsforschung. Wiesbaden: Springer, 155-185.
Tröhler, Daniel (2016): The Educationalization of Social Problems and the Educationalization of the Modern World. Manuscript retrieved from: https://www.researchgate.net/publication/301915232_Educationalization_of_Social_Problems_and_the_Educationalization_of_the_Modern_World
Tschiggerl, Martin/ Walach, Thomas/Zahlmann, Stefan (2019): Geschichtstheorie. Wiesbaden: Springer.
Labaree, David F. (2013): Balancing access and advantage in the history of American schooling. In: Becker/Bühler/Bühler (Hrsg.): Bildungsungleichheit und Gerechtigkeit: Wissenschaftliche und Gesellschaftliche Herausforderungen. Bern: Haupt Verlag, S. 101-114
Reh, Sabine/Scholz, Joachim (2018): Historische Bildungsforschung und ihre erziehungswissenschaftlichen Perspektive. In: Erziehungswissenschaft 29 (56), 113-120.
Tenorth, Heinz Elmar (2018): Historische Bildungsforschung, in: Tippelt/Schmidt-Hertha (Hrsg.): Handbuch Bildungsforschung. Wiesbaden: Springer, 155-185.
Tröhler, Daniel (2016): The Educationalization of Social Problems and the Educationalization of the Modern World. Manuscript retrieved from: https://www.researchgate.net/publication/301915232_Educationalization_of_Social_Problems_and_the_Educationalization_of_the_Modern_World
Tschiggerl, Martin/ Walach, Thomas/Zahlmann, Stefan (2019): Geschichtstheorie. Wiesbaden: Springer.
Association in the course directory
BM 4 PS (AHP+SB)
Last modified: We 08.03.2023 15:08