Über grundlegende pädagogische                Unterscheidungen und ihre Bedeutung                für erziehungswissenschaftliche                Theorieentwicklung und Forschung

Benner, Dietrich

doi:10.13109/buer.2022.75.1.7

Cited by 3 publications

References 3 publications

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On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung

Benner

2023

Educational Governance Research

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This chapter describes the genesis and reception of my attempts at developing a non-affirmative pedagogy in four sections. The first recalls the beginnings, which identified non-affirmativity as a feature of critical pedagogical thought and action, leading beyond the then widespread juxtaposition of affirmative and emancipatory pedagogy. The second section presents the yield of these efforts on my “General Pedagogy” (1971/2018) and the basic pedagogical concepts, basic pedagogical theories, and elementary forms of action in education that I introduced in it. The third part develops systematic distinctions between positive and negative experiences, teaching and learning, and between upbringing, education, and competence, which are helpful for understanding the inherent logic of pedagogical thought and action and for the coordination between pedagogical theory and research in educational science. The fourth section deals with the reception of the approach and works out an enduring significance of critical non-affirmativity, which must be constantly re-examined against the background of changing pedagogical problem constellations.

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On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung

Benner

2023

Educational Governance Research

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Unterscheidungen zur Arbeit am Begriff ‚Erwachsenenerziehung‘ – Braucht es eine operative Formentheorie politischer Erziehungsästhetik?

Dobmeier

2024

Debatte

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Erwachsene können – pädagogische Operativität von ihrer Form und generativen Struktur her gedacht – erzogen werden. Und das werden sie auch alltäglich. Zwar meist unter falscher Flagge (‚Beratung‘, ‚Bildung‘ etc.) oder in massen(medien)erzieherischen Fehlformen politischer Agitation (‚Nudging‘, ‚Spinning‘, ‚Framing‘ etc.). Aber: auch Fehlformen der Erziehung sind unter ‚Erziehung‘ zu klassifizieren. Desiderat wäre daher eine politische Ästhetik und Agnotologie operativer (Erwachsenen-) Erziehung.

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The form of pedagogical thinking and acting and the experience of the paradoxicality of (self)education

Gara,

Stepkowski

2024

Studia Z Teorii Wychowania

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The object of research interest in the presented article is the form of pedagogical thinking and acting due to its connection with (self)education understood as an autonomous and personal-creative action of the addressee of educational interactions. By applying the philosophical-hermeneutic method of textual analysis and the model of the paradoxical structure of experience developed in existential philosophy of education, the authors have problematized three pairs of paradoxes that characterise pedagogical thinking and acting based on the affirmation of (self)education as an experience of existential paradoxicality.

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Über grundlegende pädagogische Unterscheidungen und ihre Bedeutung für erziehungswissenschaftliche Theorieentwicklung und Forschung

Cited by 3 publications

References 3 publications

On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung

On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildung

Unterscheidungen zur Arbeit am Begriff ‚Erwachsenenerziehung‘ – Braucht es eine operative Formentheorie politischer Erziehungsästhetik?

The form of pedagogical thinking and acting and the experience of the paradoxicality of (self)education

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