Suchergebnisse

This paper reports on the state of affairs of the "Erziehungswissenschaften" in the Netherlands. For this description of the educational sciences we primarily rely on a report written in 2014 by a committee that prepared a discipline plan educational sciences (CSO 2014). This report was commissioned by the association of universities in the Netherlands (VSNU .), the umbrella association of research universities. Such reports regularly are prepared to describe the state of affairs of a discipline and advice on policies for the future development of a discipline. For the educational sciences, the committee was composed of representatives of most universities at the level of university executive boards, faculty deans and department chairs. (DIPF/Orig.) ; Der Autor setzt sich mit der Situation der Erziehungswissenschaft in den Niederlanden auseinander. Dafür stellt er u.a. Ergebnisse des "Sectorplan onderwijswetenschappen" vor, in dessen Mittelpunkt die Frage steht, welchen Einfluss universitäre erziehungswissenschaftliche Forschung, die in den Niederlanden explizit interdisziplinär verstanden wird, auf Bildungspraxis und Bildungspolitik hat. Eine bessere Verzahnung zwischen erziehungswissenschaftlicher Forschung sowie Bildungspraxis und Bildungspolitik könnte langfristig eine Stärkung der Erziehungswissenschaft in den Niederlanden ermöglichen. (DIPF/Orig.)

The scientific dimension of sport along with its educational values contributed to the creation of a new subdiscipline in the pedagogical sciences referred to as sports pedagogy. The baron Pierre de Coubertin can be regarded as an ancestor of this term, who almost to the last years of his life, with great enthusiasm and commitment, presented his views on sporting education in the press, in compact positions and public lectures, constantly emphasizing the importance of sporting activity in the process of education and shaping the personality of the young generation. Currently, many theoreticians define sport pedagogy as a scientific subdiscipline related to sport (along with related fields of science), which should be considered in three dimensions in the subject of research; knowledge in the historical, political and social context, relations (cooperation) of foster children in the field of sport activity and its pedagogical consequences; and social interaction in a coach / teacher - foster-child relationship

The scientific dimension of sport along with its educational values contributed to the creation of a new subdiscipline in the pedagogical sciences referred to as sports pedagogy. The baron Pierre de Coubertin can be regarded as an ancestor of this term, who almost to the last years of his life, with great enthusiasm and commitment, presented his views on sporting education in the press, in compact positions and public lectures, constantly emphasizing the importance of sporting activity in the process of education and shaping the personality of the young generation. Currently, many theoreticians define sport pedagogy as a scientific subdiscipline related to sport (along with related fields of science), which should be considered in three dimensions in the subject of research; knowledge in the historical, political and social context, relations (cooperation) of foster children in the field of sport activity and its pedagogical consequences; and social interaction in a coach / teacher - foster-child relationship

Qualitative research is a type of scientific research which includes document analysis, observation or interview. Qualitative research process describes the events in the natural environment realistically and holistically. Although quantitative research methods are mostly used in educational sciences, qualitative research methods are also used by the educational science researchers. An Introduction to Qualitative Research by Uwe Flick (2014) is an ideal guide for educational science researchers in regard to qualitative research methods and techniques.

Der vorliegende Band stellt in drei Hauptkapiteln die aktuellen Entwicklungen in der qualitativen Bildungsforschung dar. Es wird erstens die Entwicklung qualitativer Methoden und Forschungsansätze in der Erziehungswissenschaft in Brasilien und Deutschland in einem allgemeinen Überblick zusammengefasst, einschließlich der verschiedenen Bereiche der Bildungsforschung und ihrer Professionalisierung. Der zweite und dritte Teil des Bandes bezieht sich speziell auf die dokumentarische Methode, die in den letzten 20 Jahren entwickelt wurde und gegenwärtig in verschiedenen Forschungsbereichen angewendet wird. Diese Methode wird exemplarisch für verschiedene Themen der Bildungsforschung aufgezeigt und am Beispiel der Interpretation von Text- und Bildmaterial verdeutlicht. Die Einleitung der Autoren orientiert sich am Aufbau des vorliegenden Bandes. Nach einigen allgemeinen Informationen über bestehende Kooperationen im Bereich der qualitativen Forschung werden Überlegungen zur Bedeutung qualitativer Methoden in der Erziehungswissenschaft sowie zu aktuellen Debatten und Herausforderungen in Brasilien und Deutschland angestellt. Es wird außerdem eine kurze Einführung in die Ursprünge, die gegenwärtige Entwicklung und die aktuelle Bedeutung der dokumentarischen Methode in der Erziehungswissenschaft gegeben. (ICI)

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.

Under evolving economic, political and social situation, education paradigm is also undergoing changes. It establishes new education possibilities, which are actively propagated. However, most frequently they fail to answer expectations since they are focused on separate factors that reflect the spirit of the time, disregarding or even critically evaluating achievements of the previous paradigms. Pursuing to find answers to the most urgent questions of education and development, especially, when life-long learning is becoming a common objective of all the European countries and when education problems are emerging in countries of various levels of economic and social development, there is a need to search for fundamental ideas that exceed the borders of one paradigm. Therefore, the aim of this article is to highlight fundamental education ideas, to reveal possibilities for their expression, which transcend the frames of any education system. The article is based on the methods of scientific literature analysis and generalisation of pedagogical experience. Fundamental education ideas are based on and education, which integrate external and internal factors and, thus, form preconditions for stability without impediment of changes. Considering a human nature to be a subordinate unity of three (psychical, physical and spiritual) dimensions, where a particular role is played by a spiritual one ensuring individual's readiness and power for self-possession and self-control, the first fundamental education and development idea may be pointed out: only individual himself can change own personality. This idea allows for understanding, why a learner, as a person, acquires status of the key object of pedagogical action, irrespective of whether educative or developmental goals are being pursued. An important factor in ensuring learner's self-development is environment because natural powers are only of potential level.