Suchergebnisse

"Lernvollzüge sind hoch komplexe Vorgänge, die aus unterschiedlichen Perspektiven, wie etwa die der Pädagogik, der Soziologie, der Psychologie, der Neurodidaktik oder der Management- und Organisationsforschung, beleuchtet werden können. Den unterschiedlichen Blickwinkeln gemeinsam ist die Überlegung, dass sich bei den Lernenden durch Erfahrungen bedingte, relativ dauerhafte Veränderungen und/oder Erweiterungen von Verhaltensdispositionen manifestieren, die dann als gelernt gelten, wenn sie einer empirischen Prüfung oder zumindest einer positiven Selbsteinschätzung des Lernenden ('Das habe ich gelernt.') standhalten. Im Beitrag soll der Zusammenhang formaler und informeller Lernprozesse unter dem Fokus beleuchtet werden, dass zukünftig beide Formen zusammengedacht werden müssen, wenn man Lernen als komplexen Lernvollzug betrachten will. Beide Lernformen bilden die Einheit eines Lernvollzuges, wobei sie ihn in unterschiedlichen Gewichtungen prägen. Diese Betrachtungen werden abschließend an Beispielen entfaltet." (Autorenreferat)

An examination of the use of formal models in political science, focusing on perceptions, goals, & standards of those who construct or employ formal models in their research. To this end is presented (1) the description & illustration of the use of formal models, (2) the explanation of why some believe that the construction of models is a useful research method, (3) the identification of subfields in which models exist & suggestions for others where models should exist, (4) the dicusssion of various types of existing models, & (5) the presentation of some basic critical standards according to which research that involves models can be judged. 3 Figures. Modified HA.

Das "Denken in Modellen", das viele Historiker befremdet und zur Ablehnung reizt, wird in dem Beitrag in eine breitere forschungslogische Perspektive gesetzt. Der Autor erläutert die verschiedenen Facetten und Anwendungsmöglichkeiten unterschiedlicher Typen formaler Modelle, weist auf Widersprüche und Probleme hin, argumentiert aber auch entschieden für den Nutzen der Modelltechnik in den verstehenden Geisteswissenschaften. (pmb)

The article investigates the formal models as a method of analysis in international studies. The importance of this type of models in writing articles for world leading high-ranking journals from Scopus list is shown. The author reveals the main challenges of interdisciplinary synthesis related to the construction of formal models. The problem of identifying the actors of international relations is revealed, including the assessment of actor's involvement in a concrete international conflict (or process) in the context of the concepts of defensive and offensive realism, as well as of real and of latent (potential) power. The decrease in the influence of the state as the primary actor in international relations, and the increase of influence of new types of actors are shown, including international terrorist networks (led by IS), political parties, media and NGOs in the context of post-modernism, global business structures. At the national level, the main actors are illustrated both by the example of countries with a developed civil society and a market economy, and by that of the traditional non-Western society. The question of levels of analysis in international relations, as well as agent-structure problem are illustrated by concrete cases from modern international relations. The author describes a model of "nested" politics. The main types of models used in international studies (game theoretic, econometric, network analysis, simulation) are indicated as well as their shortcomings. Two kinds of simulation models - system dynamics and agent-based modeling are described. It is noted that the agent-based modeling is carried out mainly in the framework of the constructivist paradigm of international relations theory.

El artículo se propone mostrar, en primer lugar, que el enfoque trascendental a la base de las concepciones de la política deliberativa y hegemónica de Habermas y Laclau-Mouffe, respectivamente, tiene como consecuencia neutralizar el pluralismo de las prácticas políticas, asumiendo una concepción historicista en el sentido que Dipesh Chakravarty ha dado al término, como un proceso unificado destinado a reproducirse en todas partes del mismo modo, en último término eurocentrista. Enseguida, sostener que hay en el modo en que Emil Lask piensa las categorías, una manera de evitar el historicismo. Estas están determinadas temporal e históricamente, y no cabe un reino de la validez autónomo o subsistente por sí mismo, y en el que conocer es tener delante una categoría en una perspectiva, en una disposición o un sesgo, en un giro o aspecto. Esto implica que verdad y diversidad, o verdad y pluralismo, así como verdad, poder y contenidos culturales dejen de ser incompatibles ; The article aims to show, first of all, that the transcendental approach that is at the base of the conceptions of the deliberative and hegemonic politics of Habermas and Laclau-Mouffe, respectively, have the consequence of neutralizing the pluralism of political practices, asumming a conception Historicist in the sense that Dipesh Chakravarty has given the term, as a unified process destined to reproduce everywhere in the same way, ultimately Eurocentric. Moreover, to hold that, in the manner in which Emil Lask thinks the categories, there is a way to avoid historicism. These are determined temporally and historically, and there is no realm of validity that is autonomous or subsistent in itself, in which knowing is having before a category in a perspective, in a disposition or a bias, in a turn or aspect. This implies that truth and diversity, or truth and pluralism, as well as truth, power and cultural content cease to be incompatible.

[ES] La investigación-acción es una metodología de investigación educativa orientada a la mejora de la práctica de la educación, y que tiene como objetivo básico y esencial la decisión y el cambio, orientados en una doble perspectiva: por una parte, la obtención de mejores resultados y rendimientos; por otra, facilitar el perfeccionamiento de las personas y de los grupos con los que trabajan. La investigación-acción se presenta como un paradigma singular, crítico, vinculado a la práctica profesional y orientado a la transformación y al cambio. Se trata de un estilo de investigación abierta, democrática y centrada en los problemas prácticos de la educación. De ahí que este tipo de investigación haya adquirido una gran importancia en el momento actual, no por sus grandes hallazgos o por su relevancia científica, sino por ofrecernos una vía especialmente significativa para superar el binomio teoría-práctica, educador-investigador. En el presente artículo se plantean modelos, exigencias, procesos y técnicas para llevar a cabo la investigación-acción, así como las aportaciones, perspectivas y limitaciones de la misma. ; [EN] Action-research is an educational research methodology oriented towards improving educational practice, and has as its basic and essential objective decisión and change, with a double perspective: on the one hand, facilitating the improvement of persons and of the groups with which they work. Action-research is presented as a singular, critical paradigm, linked to professional practice and oriented towards transformation and change. It is a kind of open, democratic research centred on the practical problems of education. Henee this type of research has acquired great importance today, not because of its great findings or scientific valué, but because it offers us an especially significant way to overeóme the theory-practice, educator-researcher binomial. This article sets forth models, demands, processes and techniques for carrying out action-research, as well as its contributions, perspectives and limitations. ; [FR] La recherche-action est une méthodologie de recherche éducative qui vise l'améliorement de la pratique de l'éducation; elle a pour objectif fondamental et essentiel la decisión et le changement, orientes dans une double perspective: l'obtention de meilleurs résultats et performances et faciliter le perfectionnement des individus et des groupes avec lesquels ils travaillent. La recherche-action se présente comme un paradigme singulier, critique lié a la pratique professionnelle qui vise la transformation et le changement. II s'agit d'un style de recherche ouverte, démocratique et centrée sur les problémes pratiques de l'éducation. C'est pour cette raison que ce genre de recherche a acquis une grande importance de nos jours, non pas par ses grandes trouvailles ou importance scientifique mais parcequ'elle nous offre une voie spécialement significative pour dépasser le binóme théorie-pratique, éducateur-chercheur. Dans cet article on présente des modeles, des exigences, des processus et des techniques pour appliquer la recherche-action, ainsi que ses contribu tions, ses perspectives et ses limitations.