Disziplinäre und organisatorische Grenzen, Überschneidungen und Neuformatierungen

Keiner, Edwin; Schaufler, Sarah

doi:10.1007/978-3-531-19157-7_14

Cited by 9 publications

(4 citation statements)

References 13 publications

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“…Because of its (real, assumed, criticized) close connection to school administrations and their interest in managing schools, teachers and classrooms, this area has received a massive political promotion including money and personnel, whereas theoretically and methodologically different research areas have fallen behind. Also in this special debate between the ‘educationalists’ and the ‘psychologists’, strong claims and accusations can be found, but few studies are providing relevant empirical data or indicators (some exceptions are Keiner and Schaufler, 2014; Knaupp et al, 2014; Schmidt-Hertha and Tippelt, 2014).…”

Section: What Has Happened?mentioning

confidence: 99%

“…Heinrich Roth’s aim was to open up this tradition towards a modern science of education, integrating hermeneutical, empirical and critical styles of reasoning and research (cf. Hoffmann, 1979; Hoffman-Okon, 2008; for the history and situation of German Erziehungswissenschaft compared to disciplines and/or research fields devoted to education in other countries, see Biesta, 2011, 2015; Hofstätter and Schneuwly, 2002; Keiner, 2002, 2010; Keiner and Schaufler, 2014; Knaupp et al, 2014).…”

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confidence: 99%

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Interdisciplinary research on education and its disciplines: Processes of change and lines of conflict in unstable academic expert cultures: Germany as an example

Terhart

2016

European Educational Research Journal

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This article discusses problems of reconstructing the recent development in the field of empirical research on education ( empirische Bildungsforschung), especially problems resulting from its interdisciplinary character, its divergent institutional contexts and its multimethod approach. The article looks at the position of various disciplines – in particular, science of education ( Erziehungswissenschaft) and educational psychology – involved in research on education as an interdisciplinary field of study. Compared to previous times, important shifts concerning the relation between these two disciplines can currently be observed. The argument is about the notion of competence, about the right to define success criteria and about resources. Finally, this discussion focusing on Germany is then placed in the wider context of different cognitive and institutional forms of doing and organizing education studies and research in different countries.

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Section: What Has Happened?mentioning

confidence: 99%

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confidence: 99%

Interdisciplinary research on education and its disciplines: Processes of change and lines of conflict in unstable academic expert cultures: Germany as an example

Terhart

2016

European Educational Research Journal

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“…This, however, is not the complete picture. It is not only a matter of scholars clinging onto their own theoretical frameworks of preference (rather than to contribute to building a common theoretical edifice) but the way in which education knowledge gets structured is also shaped by national-cultural contextual factors, as Keiner and Schaufler (2014) explain, and as is evident in the national surveys which will be presented in this chapter.…”

Section: The Necessity Of Structure In Any Field Of Researchmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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The thesis of this volume is that the fields of scholarly enquiry of education -internationally as well as in South Africa in particular -despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work, this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research conducted in other social sciences, much less at par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in education internationally have till very recently and in South Africa still eschew discussion as to the packaging or structuring of knowledge produced by education research. The book consists of chapters all containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers to empirical research, the latter both quantitative (survey research) and qualitative. In the concluding parts of the book, three main objectives are tabled as to how to proceed to produce rigorous, relevant and structured research. The first is that a unified theory of education should take education as it appears in the world, as its prime object of research, rather than attempt to construct a theory of education deduced from theories extant in cognate social sciences or humanities, such as sociology, psychology or philosophy. Secondly, a theory of education should have a normative superstructure, and in this regard, the creed of human rights is suggested as a place to look for such a normative superstructure. Even in the miniscule amount of research abroad recently devoted to the structuring of education knowledge, scholars have contended with an analysis of existing practices in packaging education knowledge in different national settings, and have refrained from assessing these, much less made suggestions as to how to proceed to the construction of a theoretical edifice superseding national boundaries. Thirdly, in construction of a comprehensive theory of education, scholarship should carefully negotiate the field of tension between striving towards the scientific ideal of universally valid statements and reflecting the specificities of different contexts. In this regard, the tools and expertise of scholars in the field of comparative and international education are highlighted as a valuable resource. In bringing into the spotlight of scholarly investigation the need to bring rigour, relevance and above all structure in the production of knowledge of education, the book offers original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. The book is a scholarly book, aimed at scholars of education, with a message as to how they can raise the state of scholarship in education.

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“…Huber 1991;Stichweh 1994). Against this background and given its current state, educational science in Germany can be described as a "fractured discipline" (Keiner and Schauffler 2014). This is not only evident due to the plurality of theoretical positions, empirical approaches and field references, which result in many professional currents (Horn 2014: 27), but also due to the fact that there are discussions on the identity of this discipline since its inception and this seems to be a permanent feature (Grunert 2012).…”

Section: Theoretical Framework and State Of Researchmentioning

confidence: 99%

Academic Reform in Fractured Disciplines – On the Interaction of Bologna, New-Public-Management and the Dynamics of Disciplinary Development

Grunert

Ludwig

2021

Minerva

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At the intersection of science studies and higher education research, this contribution looks at the way in which the requirements of universities as organizations release development dynamics in academic disciplines and it analyses the interaction between discipline and organization. We will analyse German educational science, bearing in mind it is an example of disciplines that are fractured and consequently have little consensus in terms of fundamental theories and basic concepts. Firstly, we take on a quantitative approach and analyse the changes in degree courses at the structural level and the symbolic boundaries or conceptual distinctions following the transition to the Bachelor and Master system. Secondly, we take a close look at the negotiating processes and practices, as well as at the disciplinary orientations that determine these boundary shifts, using a qualitative approach that focuses on the actors. In group discussions with representatives of the German educational science at different universities it stood out that actors involved in course design are compelled to find an equilibrium between the demands of the discipline and those of the organization, and do so in very different ways. Finally, we discuss the extent to which close interaction between higher education reforms and academic disciplines can be figured out, particularly for disciplines seen as fractured and which do not have consensual common disciplinary standards.

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Disziplinäre und organisatorische Grenzen, Überschneidungen und Neuformatierungen

Cited by 9 publications

References 13 publications

Interdisciplinary research on education and its disciplines: Processes of change and lines of conflict in unstable academic expert cultures: Germany as an example

Interdisciplinary research on education and its disciplines: Processes of change and lines of conflict in unstable academic expert cultures: Germany as an example

Building a vision for social justice praxis for teacher education through service-learning

Academic Reform in Fractured Disciplines – On the Interaction of Bologna, New-Public-Management and the Dynamics of Disciplinary Development

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