Universität Wien
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190027 PS BM 4 Doing Education Science Using an Illustrative Theme (AHP) (2019W)

Why do we reason the way we do? Thought styles and systems of reasoning in the educational making sense of the world.

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work

BM 4 PS (AHP) + BM 1 PS (2011)

Bitte beachten Sie die Leistungsvoraussetzungen bei der Anmeldung zu diesem Proseminar!
BM4 / BM1 ist gemeinsam mit einer Bibliotheks-Führung und einer Schulung zu besuchen.

Beachten Sie ferner, dass es sich um eine prüfungsimmanente LV handelt, d.h. es besteht Anwesenheitspflicht.
Die Anwesenheit in der ersten PS-Einheit ist Voraussetzung für die Teilnahme an der LV.
Die SPL empfiehlt als Grundlage für den Besuch von weiteren Proseminaren den erfolgreichen Abschluss des Bm4/BM1-Proseminars.
Die in BM4/BM1 erworbenen Kompetenzen werden in den nachfolgenden Proseminaren vorausgesetzt.
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 35 participants
Language: German, English

Lecturers

Classes (iCal) - next class is marked with N

  • Tuesday 08.10. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 22.10. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 05.11. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 19.11. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 03.12. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 17.12. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 14.01. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 28.01. 11:30 - 14:45 Seminarraum 4 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Getting an academic degree (Bachelor/Master) in Education (Bildungs-/Erziehungs-wissenschaft) indicates, at least since Bologna, a more or less globally comparable level of content-related skills. If one exchanges views with educational colleagues from the non-German-speaking realm, doubts arise concerning the comparability of content, favored methods, focused areas and the general perspective in the research field. Why is this?
At the same time, educational introductory guides and handbooks in Germany and Austria include almost entirely German authors, are from German publishers and share the same German perspective; the research associations are nationally affiliated and organized (DGfE, ÖFEB, AERA, ...) and the scholarly journals are largely nationally arranged, too. What does that mean for (educational) academia? For the term or the aspiration of "truth"? Is there only one way to think about educational topics or are there more, perhaps, after all?
In this seminar, we will be concerned with – while learning the basic competencies of working academically – being introduced to the concept of thought styles (Fleck) / systems of reasoning (Hacking), using primary and secondary sources as well as with questioning their meaning for (educational) academia and the claims of objectivity and internationality.

Assessment and permitted materials

Exercises in citation, excerpt/comparison, research and literature referencing; seminar paper

Minimum requirements and assessment criteria

Will be announced in the first unit.

Examination topics

Proof of neat contentual and academic wolfing skills.

Reading list

Further literature will be announced in the seminar.

Choluj, B.; Joerden, J. C. (Hrsg.) (2007). Von der wissenschaftlichen Tatsache zur Wissensproduktion. Ludwik Fleck und seine Bedeutung für die Wissenschaft und Praxis. New York, Oxford, Wien: Peter Lang.

Fleck, L. (1935/1999). Entstehung und Entwicklung einer wissenschaftlichen Tatsache. Einführung in die Lehre vom Denkstil und Denkkollektiv. Frankfurt: Suhrkamp.

Hacking, I. (2002). Historical Ontology. Cambridge, Massachusetts: Harvard University Press.

Horlacher, R. (2012). What is Bildung? Or: Why Pädagogik cannot get away from the concept of Bildung. In: Siljander, P.; Kivela, A.; Sutinen, A. (Eds.). Theories of Bildung and Growth. Ort: Sense Publishers, pp. 135-147.

Radeiski, B. (2017). Denkstil, Sprache und Diskurse. Überlegungen zur Wiederaneignung Ludwik Flecks für die Diskurswissenschaft nach Foucault. Berlin: Frank & Timme.

Sciortino, L. (2017). On Ian Hacking’s Notion of Style of Reasoning. In: Erkenn 82 (2), pp. 243-264. DOI: https://doi.org/10.1007/s10670-016-9815-9.

Tröhler, D. (2018). Internationale Provokationen an nationale Denkstile in der Erziehungswissenschaft: Perspektiven Allgemeiner Pädagogik. In: IJHE Bildungsgeschichte 8 (2), pp. 173-189.

Tröhler, D. (2012). The German Idea of Bildung and the Anti-Western Ideology. In: Siljander, P.; Kivela, A.; Sutinen, A. (Eds.). Theories of Bildung and Growth. Ort: Sense Publishers, pp. 149-164.

Tröhler, D. (2003). The Discourse of German Geisteswissenschaftliche Pädagogik – A Contextual Reconstruction. In: Paedagogica Historica 39 (6), pp. 759-778.

Association in the course directory

BM 4 PS (AHP) + BM 1 PS (2011)

Last modified: Mo 07.09.2020 15:21