Universität Wien

190112 SE Educational Theories in International and Historical Comparison (2018S)

Ästhetik - bildungstheoretische Relevanz im Zeitalter globalen ökonomischen Wettstreits.

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, English

Lecturers

Classes (iCal) - next class is marked with N

  • Tuesday 19.06. 15:00 - 18:15 Seminarraum 7 Sensengasse 3a 2.OG
  • Wednesday 20.06. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
  • Wednesday 20.06. 15:00 - 19:00 Seminarraum 6 Sensengasse 3a 2.OG
  • Thursday 21.06. 09:45 - 13:00 Seminarraum 6 Sensengasse 3a 2.OG
  • Thursday 21.06. 15:00 - 19:00 Seminarraum 6 Sensengasse 3a 2.OG
  • Friday 22.06. 09:45 - 13:00 Seminarraum 5 Sensengasse 3a 1.OG
  • Friday 22.06. 15:00 - 18:15 Seminarraum 7 Sensengasse 3a 2.OG

Information

Aims, contents and method of the course

The discourse of multiculturalism may be conceived as one that enables us to confront the paradoxes of a world gone global. Multiculturalism struggles primarily with the possible meanings of concepts such as 'culture' and 'identity' as they evolve within the political spheres of democratic nations, particularly with respect to relationships among minority majority groups, and education. At present, the nature of these relationships is under attack from a variety of ethnic, religious, cultural, and national minorities that accuse nation-states of insensitivity to their particular needs and expectations and failure to accord them sufficient recognition. The challenges posed by these minorities call for immediate attention, as democratic states are at least rhetorically committed to the principle of equal representation for all citizens.
In the course we will present the basic tenants of the multicultural perspective and offer a critique of the multicultural discourse of policymakers and educators in the context of modern democracies from an anthropological perspective, underscoring the dangers of the reified conceptualization and use of the terms 'culture' and 'identity' while focusing on conflictual global realities.

In general encourage intellectual growth and critical perspectives in participating students, more in particular afford students the opportunity to critically consider basic paradigmatic assumptions as these relate multiculturalism and cultural sensitive education.

Assessment and permitted materials

All participants will be required to make an oral presentation during the course and submit a final written assignment (8-10 typed double spaced pages).

Minimum requirements and assessment criteria

All participants will be required to make an oral presentation during the course and submit a final written assignment (8-10 typed double spaced pages).

Examination topics

Given the concentrated nature of the summer course a variety of educational approaches will be adopted. Frontal presentation (supported by PP), close reading of texts, workshop settings, and group discussions.

Reading list

Cassirer, Ernst (1962)[1944]. An Essay on Man: An Introduction to a Philosophy of Human Culture. New Haven, Conn.: Yale University Press.
Dewey, John (1980)[1934]. Art as Experience. In The Later Works of John Dewey, 1925-1953. Volume 10: 1934. Perigee Books.
Hohr, Hansjörg (2017). Erfahrungstheoretische Begründung ästhetischer Erziehung. Wien: LIT.
Langer, Susanne K. (1969)[1942]. Philosophy in a New Key. A Study in the Symbolism of Reason, Rite, and Art. 5.Aufl. der 3. Ausgabe. Cambridge, Mass.: Harvard Univ. Press.
Schiller, F. (1997a) [1796]. Über die ästhetische Erziehung des Menschen in einer Reihe von Briefen. In F. Schiller, Sämtliche Werke V –Philosophische Schriften – Vermischte Schriften (S. 311–408). Düsseldorf: Artemis. Winkler.
Schiller, F. (1997b) [1796]. Über naive und sentimentalische Dichtung. In F. Schiller, Sämtliche Werke V – Philosophische Schriften – Vermischte Schriften (S. 431–517). Düsseldorf: Artemis & Winkler.

Further readings:
Alexander, Thomas M. (1987). John Dewey’s Theory of Art & Nature. The Horizons of Feeling. State University of New York Press.
Hansen, David T. (2006). John Dewey and Our Educational Prospect. A Critical Engagemenet with Dewey’s Democracy and Education. State University of New York Press.
Konrad, Franz-Michael; Knoll, Michael (Hrsg.)(2018): John Dewey als Pädagoge. Bad Heilbrunn: Klinkhardt.
Lorenzer, Alfred (1981). Das Konzil der Buchhalter. Die Zerstörung der Sinnlichkeit. Frankfurt am Main: Europäische Verlagsanstalt.
Rousseau, Jean-Jacques (2009)[1762]. Emil oder über die Erziehung. Paderborn [u.a.] : Schöningh. Buch 1.
Kant, Immanuel [1803]. Über Erziehung. http://www2.ibw.uni-heidelberg.de/~gerstner/V-Kant_Ueber_Paedagogik.pdf

Association in the course directory

WM-M8

Last modified: Mo 07.09.2020 15:37