Freedom and Authority in Modern Educational Theory

1976 ◽  
Vol 5 (4) ◽  
pp. 334
Author(s):  
Peter J. Miller
Keyword(s):  
Educational Theory

»Fragile Bildung«? Eher nicht …

2020 ◽  
Vol 96 (1) ◽  
pp. 41-59
Author(s):  
Roland Reichenbach
Keyword(s):  
Early Adulthood ◽  
Educational Theory ◽  
Willingness To Engage

Abstract Is ›Bildung‹ Fragile? Rather Not … The article is presenting a couple of rather skeptical viewpoints on the utility and adequacy of the notion of ›fragility‹ for educational theory, and especially the topic of ›Bildung‹. Processes of ›Bildung‹, it is argued, may be uncertain, fleeting, hard to begin and to maintain, but not fragile. In four chapters, the author focuses on aspects of understanding ›Bildung‹ mainly as a process of searching, and a most often dialectical venture to which many persons neither have access nor the willingness to engage with in their adolescence and early adulthood.

Pädagogische Ganzheit, Krieg und Frieden

2019 ◽  
Vol 95 (1) ◽  
pp. 24-43
Author(s):  
Jürgen Oelkers
Keyword(s):  
19Th Century ◽  
Educational Theory ◽  
War And Peace ◽  
World War ◽  
Educational Theories ◽  
The World

Abstract Education for Wholeness, War and Peace ›Wholeness‹ is a topic in educational theory since the Baroque age. In 19th century political concepts of ›wholeness‹ came into being. The article asks what happened to educational theories that were bound to concepts like ›volk‹, ›race‹, ›nation‹ or ›the world‹. Those theories appeared before, during and after World War I. The topics were ›war‹ and ›peace‹ and the rhetorics of wholeness were used on both sides. Because of that, educational theory should abandon the suggestive language of wholeness.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

Writing and Différance

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 81-96
Author(s):  
Peter Pericles Trifonas
Keyword(s):  
Educational Theory ◽  
Reading And Writing ◽  
Theory Of Education ◽  
Theory Of Reading

AbstractThe theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Supplement...,” the chapter on Rousseau on writing, while keeping the theme of pedagogy at the forefront of the analysis of supplementarity. Derrida presents for the “science of a new writing” in the “gram” that flourishes within the codic play of differences. But it is as différance that the grammatological conversion of semiology takes place via deconstruction. Such a focus provides new insights into deconstruction that could allow us to effectively gauge the edusemiotic potential of its influence on educational theory, not only as a theoretical departure from classical modes of reading and writing, but as the inaugural steps toward and beyond a theory of education that could ground an ethical praxis.

‘A Heap of Broken Images’? Reviving Austro-German Debates over Musical Meaning, 1900–36

2013 ◽  
Vol 138 (1) ◽  
pp. 129-174 ◽  
Author(s):  
Matthew Pritchard
Keyword(s):  
Twentieth Century ◽  
Educational Theory ◽  
First Century ◽  
Critical Hermeneutics ◽  
Musical Meaning ◽  
Force And Motion ◽  
The Status ◽  
Musical Interpretation ◽  
Twenty First Century

AbstractThis article examines a range of writings on the status of musical interpretation in Austria and Germany during the early decades of the twentieth century, and argues their relevance to current debates. While the division outlined by recent research between popular-critical hermeneutics and analytical ‘energetics’ at this time remains important, hitherto neglected contemporary reflections by Paul Bekker and Kurt Westphal demonstrate that the success of energetics was not due to any straightforward intellectual victory. Rather, the images of force and motion promoted by 1920s analysis were carried by historical currents in the philosophy, educational theory and arts of the time, revealing a culturally situated source for twenty-first-century analysis's preoccupations with motion and embodiment. The cultural relativization of such images may serve as a retrospective counteraction to the analytical rationalizing processes that culminated specifically in Heinrich Schenker's later work, and more generally in the privileging of graphic and notational imagery over poetic paraphrase.

Structure and Meaning in The Prelude, Book v

PMLA ◽  
1972 ◽  
Vol 87 (2) ◽  
pp. 246-254 ◽  
Author(s):  
Joel Morkan
Keyword(s):  
Nineteenth Century ◽  
Educational Theory ◽  
Early Nineteenth Century ◽  
Human Culture ◽  
Intellectual Context ◽  
Conceptual Integrity

Although most critics have registered disappointment with Book v of Wordsworth's Prelude, a reading of that part of the epic in the light of eighteenth- and early nineteenth-century educational theory reveals that in it Wordsworth made a supremely unified and significant poetic statement. Such a reading of Book v demonstrates that Wordsworth feared that the overly manipulative systems of contemporary educational theorists would sever children from the sources of their imaginative growth. The Book shows that Wordsworth believed, in contrast with most contemporary educational theorists, that freedom and spontaneity were the sources of the imagination. If the childhood of humanity were deprived of the freedom necessary for imaginative growth, human culture, so important to man's earthly existence, would wither and die. In Book VWordsworth took a stand against what he thought was an overwhelming contemporary evil. If we read Book v in its proper intellectual context, the structural and conceptual integrity that previous critics have missed becomes apparent.

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