Universität Wien
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190039 VO BM 4 Education as a Science (AHP) (2024S)

Developments and Debates in Educational Theory and Research (1900-present)

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Moodle

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Details

Language: German, English

Examination dates

Lecturers

Classes (iCal) - next class is marked with N

  • Tuesday 09.04. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Saturday 13.04. 09:45 - 13:00 Hörsaal II NIG Erdgeschoß
  • Tuesday 23.04. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 30.04. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 07.05. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 14.05. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 21.05. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 28.05. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 04.06. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 11.06. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß
  • Tuesday 18.06. 15:00 - 16:30 Hörsaal II NIG Erdgeschoß

Information

Aims, contents and method of the course

The central assumption of this course is that educational theory and research does not take place in a vacuum, but is thoroughly enmeshed with social, political, and cultural realities that define contextually what is educational in education, what should be researched, and how it should be researched. The aim of the course is (1) to introduce students to the historical epistemology of the educational sciences; (2) to make students acquainted with major currents in educational thinking (1900-present); (3) to show how these currents can be understood against their historical background, and (4) to raise an awareness for the interdependency of educational theories and research methodologies.

The course gives on overview of major currents in educational thinking and discusses per current (1) central educational concepts, theories, and ways of thinking; (2) their embeddedness in context-specific and culturally-framed thought styles; (3) the relation between educational theory (epistemology) and educational research (methodology); (4) exemplary cases of educational research.

At the end of the course, students are able to:
- define key concepts pertaining to various educational theories and research traditions;
- outline the fundamental assumptions of different thought styles in educational thinking;
- situate educational theories within their historical timeframe;
- discuss the relation between social, political, and cultural aspects and educational theory and research;
- compare different paradigms of educational theory and research;
- evaluate the congruency between educational theories and research methodologies.

After an introductory lecture in which the general set-up of the course is explained as well as the central topics are introduced, there will be thematic lectures on different currents of educational theory and research.

Assessment and permitted materials

A written exam consisting of several essay questions.

Minimum requirements and assessment criteria

The exam is graded on 100 points.
85-100: 1
76-84: 2
68-75: 3
50-67: 4
0-49: 5

Examination topics

- Slides and notes from the lectures;
- Selection of primary texts and secondary literature.

Reading list

Biesta, G. (2011). Disciplines and theory in the academic study of education: a comparative analysis of the Anglo-American and Continental construction of the field. Pedagogy, Culture & Society, 19(2), 175-192.

Auswahl von Texten maßgeblicher Figuren der verschiedenen Paradigmen (z.B. Wolfgang Brezinka, John Dewey, Herman Nohl, Jan Martinus Langeveld,
Paolo Freire, R.S. Peters, Michel Foucault) und Sekundärliteratur.

Association in the course directory

BM 4 VO (AHP)

Last modified: Tu 01.10.2024 17:06