Suchergebnisse

The late nineteenth and early twentieth centuries saw a phenomenal and unprecedented growth in the provision of higher education in England. At the commencement
of the period, in mid-century, there were but four small university institutions
and a number of provincial Colleges of varying prestige and clientele. For the vast
bulk of the population education beyond elementary school had to be sought
through Mechanic's Institutes or Adult Schools. Within eighty years this Situation
had been completely transformed through a process of growth and systematization.
By 1930 the different elements in what could be discerned as a system stood in a
clear relationship one to another, and identified themselves with particular social
groups. Similarities with higher education in other major industrial societies were
now more manifest: admission qualifications and ages were, by 1930, largely standardized; specialist faculties, each linking with professional occupations, had been established, and, more importantly, a definite hierarchy of educational institutions was
discernible. How did this process occur in England between 1860 and 1930?

Die Autorin bietet einen historischen Überblick zur Entwicklung der staatsbürgerlichen Bildung und Erziehung vor und nach dem Zerfall der Sowjetunion. Ausgehend von der großen Instabilität und den rasanten politischen Veränderungen in den neunziger Jahren analysiert sie die Vielfalt der Ansätze im gesellschaftlichen Transformationsprozess im Hinblick auf Wertewandel und neue Verhaltensweisen bei der Gestaltung von staatsbürgerlicher Erziehung in der Schule und im Alltag. Sie periodisiert ihre Darstellung, indem sie die Rolle der staatsbürgerlichen Erziehung in der Sowjetära, in der Zeit von Perestroika und Glasnost sowie in der Russischen Föderation in den ersten Jahren des neuen Millenniums erläutert. Dabei geht die Autorin auf eine Auswahl innovativer Ideen und theoretischer Ansätze ein, die in Familie, Schule und Gesellschaft bewirken sollen, das das nationale Zusammengehörigkeitsgefühl und das staatsbürgerliche Bewusstsein gestärkt wird. (DIPF/Ba.).

Einleitend setzt sich der Verfasser mit der Anwendung des Fähigkeitsansatzes bei der Untersuchung der Kindheit auseinander, wobei die Förderung der Selbständigkeit im Mittelpunkt des Interesses steht. In diesem Kontext werden unterschiedliche Konzepte hinsichtlich der Selbstbestimmung des Kindes im Sozialisationsprozess thematisiert. Dabei werden spezifische Sichtweisen bezüglich der Festlegung von Bildungsinhalten und der Rolle der Kinder in diesen Entscheidungsprozessen unter die Lupe genommen. Auf die Förderung der Autonomie wird in Rahmen einzelner Kulturen jeweils spezifischer Wert gelegt, der in diesem Rahmen als funktional angesehen wird. Im abschließenden Teil des Beitrags wird die Relevanz des Fähigkeitsansatzes für die Gestaltung des Bildungswesens, insbesondere für die fortschreitende Erweiterung des Handlungsspielraumes und der Autonomie der Kinder zur Diskussion gestellt. (ICF).

The paper gives an overview of the sections of the professionalization of political didactics as an academic discipline in Germany. The first section describes the development of political education and political didactics in schools showing a process of increasing professionalization as a result of engagements with various political influences. In the next part, the beginnings of political didactics and Politics as a school subject are presented. The following part describes the professionalization phase of political didactics and teacher education, with the designation of chairs of political didactics in institutes of political science. The goals and normative ideas that individual political didactics specialists have developed for teaching politics are also discussed. For reasons of space, the previously mentioned parts and the subsequent synopses only partially cover the initial proposition. The fourth part traces the politicization and depoliticization of didactics and of the teaching of politics while the fifth part discusses practical problems that lead to a variety of new normative questions. The sixth part moves toward educational theory, in which the idea of radical constructivism is gaining ground and educationalists attempt to restructure Politics as a school subject with an emphasis on studying democracy by developing a democratic way of thinking. The seventh part is characterized by a new phenomenon, that is the start of theoretical development. The different theoretical considerations on the subject-specific competencies of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competency are presented.

The chapter describe the development of political education and political didactics in schools, showing it to be a process of increasing professionalization having grown resulted from various political influences. The beginnings of political didactics and the school subject of politics are presented. This is followed by a description of the phase of professionalization of political didactics and teacher education through the establishment of chairs of political didactics at institutes of political science. The next section traces the politicization and depoliticization of didactics and of the teaching of politics. Then the didactic moves to a variety of new normative questions. The current situation is characterized by a new phenomenon - the start of a theoretical development. The different theoretical considerations on the subject-specific competences of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competence are presented.