190039 VO BM 4 Education as a Science (AHP) (2024W)
Developments and Debates in Educational Theory and Research (1900-present)
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).
Details
Language: German, English
Examination dates
Lecturers
- Hans Schildermans
- Lea Börtlein (Student Tutor)
Classes (iCal) - next class is marked with N
- N Friday 15.11. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
- Friday 22.11. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
- Friday 29.11. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
- Friday 06.12. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
- Friday 13.12. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
- Friday 10.01. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
- Friday 17.01. 09:45 - 13:00 Hörsaal 1 Sensengasse 3a 1.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
A written exam consisting of several essay questions.
Minimum requirements and assessment criteria
The exam is graded on 100 points.
85-100: 1
76-84: 2
68-75: 3
50-67: 4
0-49: 5
85-100: 1
76-84: 2
68-75: 3
50-67: 4
0-49: 5
Examination topics
- Slides and notes from the lectures;
- Selection of primary texts and secondary literature.
- Selection of primary texts and secondary literature.
Reading list
Biesta, G. (2011). Disciplines and theory in the academic study of education: a comparative analysis of the Anglo-American and Continental construction of the field. Pedagogy, Culture & Society, 19(2), 175-192.Auswahl von Texten maßgeblicher Figuren der verschiedenen Paradigmen (z.B. Wolfgang Brezinka, John Dewey, Herman Nohl, Jan Martinus Langeveld,
Paolo Freire, R.S. Peters, Michel Foucault) und Sekundärliteratur.
Paolo Freire, R.S. Peters, Michel Foucault) und Sekundärliteratur.
Association in the course directory
BM 4 VO (AHP)
Last modified: We 02.10.2024 16:06
- define key concepts pertaining to various educational theories and research traditions;
- outline the fundamental assumptions of different thought styles in educational thinking;
- situate educational theories within their historical timeframe;
- discuss the relation between social, political, and cultural aspects and educational theory and research;
- compare different paradigms of educational theory and research;
- evaluate the congruency between educational theories and research methodologies.After an introductory lecture in which the general set-up of the course is explained as well as the central topics are introduced, there will be thematic lectures on different currents of educational theory and research.