Universität Wien

190119 PS BM 5 Exemplification of Education Theories (PP+SP) (2022S)

Einführung in die Theorie und Praxis psychoanalytisch-pädagogischer Beratungsprozesse und psychoanalytischer Therapie unter besonderer Berücksichtigung emotional belastender Erfahrungen und problematischer Entwicklungsbedingungen von Kindern und Jugendlichen

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. 35 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

  • Tuesday 08.03. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 22.03. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 05.04. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 03.05. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 17.05. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 31.05. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 14.06. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 28.06. 09:00 - 12:15 Seminarraum 4 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

The introductory seminar gives an overview of theories and concepts of psychoanalytic pedagogy in the context of understanding child developmental processes and dealing with stressful life situations in the context of violence. It introduces the principles, guidelines and theoretical foundations of psychoanalytic pedagogy. The proseminar offers students the opportunity to intensively deal with the theoretical basics and practical challenges and implications. In order to include a global perspective on the topic, it is expected that different approaches to international contexts will be discussed in the introductory seminar.
content
The thematic focal points are worked on in the seminar on the basis of scientific literature. Central contents of the Proseminars are:
- Theories and concepts for the development of children and adolescents, the questions of diagnostics from a psychoanalytical pedagogical perspective in the context of learning and performance difficulties. teaching methods
- Reading and discussing scientific literature
- group work and reflections on texts, material, video clips, etc.
- Group work and reflections of own perspectives and experiences
- Joint reflection and evaluation
- Reflection of individual learning processes

Assessment and permitted materials

- Active participation in group work and discussions during the seminar sessions
- Written tasks
- group work
- Seminar paper

Minimum requirements and assessment criteria

Minimum prerequisites for the positive completion are
- Participation in the seminar
- Active participation in tasks and discussions during the seminar sessions
- submission of written tasks
- Short presentations of group work and discussions
- Writing a term paper
- Submission of a learning journal
The basis of the grading is mainly the term paper, written assignments and active participation during the seminar sessions. Part of the evaluation is an individual reflection of the seminar work and the learning diaries.

Examination topics

The evaluation of the seminar is based on continuous grading and is mainly based on active participation during the seminar unit, written assignments and the term paper.

Reading list

Datler, W., Figdor, H., Gstach, H. (Hg.) (1999): Die Wiederentdeckung der Freude am Kind. Gießen: Psychosozial
Datler, W., (1997): Bilden und Heilen. Auf dem Weg zu einer pädagogischen Theorie psychoanalytischer Praxis. Mainz: Grünewald
Figdor, H. (2008): 'Denn wir können die Kinder nach unserem Sinne nicht formen...' (J.W. von Goethe): Festschrift zum 10jährigen Bestehen der Arbeitsgemeinschaft Psychoanalytische Pädagogik (APP)
Figdor, H. (2006): Praxis der psychoanalytischen Pädagogik. Band 1
Figdor, H. (2007): Praxis der psychoanalytischen Pädagogik. Band 2
Freud, A. (1971): Psychoanalyse für Pädagogen. Bern Stuttgart Wien: Huber
Hierdeis, H. (2016): Psychoanalytische Pädagogik. Psychoanalyse in der Pädagogik. Stuttgart: Kohlhammer
List, E. (2009): Psychoanalyse. Wien: Facultas
Muck, M., Trescher, H.G. (1993): Grundlagen der Psychoanalytischen Pädagogik. Mainz: Grünewald

Association in the course directory

BM 5 PS (PP+SP)

Last modified: Th 03.03.2022 15:28