The German Didaktik Tradition Revisited

Meyer, Meinert A.; Meyer, Hilbert; Ren, Peng

doi:10.4324/9781315751900-12

Cited by 10 publications

(12 citation statements)

References 1 publication

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“…Ju yi yu bu yi san yu fan, ze bu fu ye.) (the Analects, 7:8, translated by Legge, 1861a, p.61) Confucian education suggests that teaching and learning can facilitate each other, and teachers also are considered learners (Hung, 2016;Meyer et al, 2017;Zhao, 2013). In addition, Confucianism advocates that instruction should be implemented step by step at a suitable time, and students are encouraged to learn from each other, including group discussions.…”

Section: Confucianism and Educationmentioning

confidence: 99%

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Education for Sustainability Meets Confucianism in Science Education

Sjöström

Ding

et al. 2022

Sci & Educ

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Confucianism provides a specific view on the world held by many people living in several Asian societies. It offers views on humans and nature that generally differ from other traditional or Western modern views. The paper presents a systematic analysis of the literature in education with a focus on science education about the connection of Confucianism with education for sustainability. It suggests a framework for how education for sustainability can be operated in the foreground of Confucian societies taking concepts from the international literature into consideration. This critical review provides justification for a stronger reflection about how to include ideas from Confucianism into education for sustainability in the teaching and learning of science. It suggests that Confucian thinking offers a rich and authentic context for science learning in Confucian societies and and also provides a chance to reflect on views of humans, nature, and science in science education in other societies, potentially contributing to the development of more balanced and holistic worldviews.

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Section: Confucianism and Educationmentioning

confidence: 99%

“…The core Confucian ethical norms are called five constant virtues (wu chang). They include benevolence (ren), righteousness (yi), propriety (li), wisdom (zhi), and trustworthiness (xin) (Chen, 2015;Kwek & Lee, 2010;Meyer et al, 2017;Sun et al, 2016).…”

Section: Confucianism and Sustainability In A Philosophical Viewmentioning

confidence: 99%

Education for Sustainability Meets Confucianism in Science Education

Sjöström

Ding

et al. 2022

Sci & Educ

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“…At the end of the 18th century, the term spread to countries that had close connections with German-speaking cultures, mainly the Scandinavian countries (Denmark, Norway, and Sweden). Nowadays, the humanistic didaktik tradition is fairly strong especially in central and northern Europe, where it refers to both the art of teaching and the professional scholarship of teaching. − Although this tradition did not take hold in English-speaking countries, where the term “didactic” (spelled with “c”) often stands for behaving like a conventional teacher who delivers content knowledge through lecturing, the term “didaktik” (spelled with “k”) is increasingly being used in the international education literature, and also “didactic” (spelled with “c”), with a meaning given to that in continental Europe. − …”

Section: The Didaktik Traditionmentioning

confidence: 99%

“…Consider, for example, the Berliner didaktik model developed during the 1960s, which highlights decisions and conditions affecting teaching (Table ). ,, This model includes six core elements, four of them under a teacher’s decision field and two in a teaching conditions field.…”

Section: Didaktik Modelsmentioning

confidence: 99%

Didaktik Models in Chemistry Education

2020

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The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit “didaktik models”. These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning. When used systematically, didaktik models support the implementation of research-based instructional practices and are helpful in the professional development of educators. In this essay, we describe, analyze, and discuss the nature and utility of didaktik models in chemistry education and argue that it is critical for chemistry educators to recognize and reflect on the types of models that guide their work.

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“…The theoretical and methodological framework of this study is the concept of international comparative didactics (Grunder, 2012; Hopmann and Riquarts, 1995; Hudson and Meyer, 2011; Kansanen, 2002; Ligozat et al, 2015; Meyer et al, 2017; Pepin, 1999; Wickman, 2012). The basic assumption of this concept is the idea that national and cultural contexts of teaching and learning, i.e.…”

Section: Introductionmentioning

confidence: 99%

Wolfgang Klafki’s concept of ‘Didaktik’ and its reception in Russia

Meyer

Rakhkochkine

2017

European Educational Research Journal

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We take the reception of Wolfgang Klafki’s didactics in Russia as our example for the difficult relations between knowledge transfer and knowledge transformation. We start with a description, analysis and evaluation of Klafki’s two didactical models, categorical didactics and critical-constructive didactics, and then describe and evaluate their reception in Russia. The paper demonstrates that while in Germany the concept of Bildung as transformation has pushed back interest in categorical and critical-constructive Bildung, interest in Klafki’s work is increasing in the Russian Federation and in other countries. Therefore we see an urgent need for didactical theory construction from an international and intercultural perspective.

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The German Didaktik Tradition Revisited

Cited by 10 publications

References 1 publication

Education for Sustainability Meets Confucianism in Science Education

Education for Sustainability Meets Confucianism in Science Education

Didaktik Models in Chemistry Education

Wolfgang Klafki’s concept of ‘Didaktik’ and its reception in Russia

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