: Bosse Bergstedt, Anna Herbert, Anja Kraus, Christoph Wulf
: Tacit Dimensions of Pedagogy
: Waxmann Verlag GmbH
: 9783830976493
: 1
: CHF 19.90
:
: Schulpädagogik, Didaktik, Methodik
: English
: 136
: kein Kopierschutz
: PC/MAC/eReader/Tablet
: PDF
There is a controversy regarding the relationship between theory and praxis in the field of pedagogy with no final decision on how to model it. From our perspective, theories concerning educational science are especially promising if they face the challenges associated with diverse educational practices and their special circumstances. As the central task we consider the development of a notion of the explicit as well as of the tacit side of practices and of the necessity to reflect these two.
Looking at educational practices is not reduced to the explicit decisions concerning aims, subjects, schedules, social settings, etc., in the diverse pedagogical fields. It also entails the examination of the inexplicable knowledge on which social relations are based. Aesthetical dimensions of education like sensual perceptions and time-space-object relations then are important frames of the practical orientation. Furthermore, corporal dispositions and influences of non-formal learning on formal learning situations are explored. The incidental scenery formed by these tacit factors might open and broaden, or it might also close and restrict the significant ways of teaching and learning; it might empower learners and teachers in understanding, transcending, and creating the world, or constrain them in doing this.
Book Cover1
Imprint4
Contents5
Introduction7
Mimesis in Rituals. A Case Study on the Mechanism and Effects of Implicit Knowledge (Christoph Wulf)15
Little America15
Ritual Performance and the Way a Scene is Staged16
Body, Movements, Gestures20
Mimesis, or the Role of Creative Imitation, in Rituals24
References26
Tacit Knowledge in Aesthetics (Andrea Sabisch (translation Sten Mellenthin))27
Attention/Attentiveness27
The Implicit In-Between29
Tacit Knowledge in the Context of ‘Experience’30
Response32
Self33
Tacit Knowledge in Aesthetics34
References34
The Cameraethnographic Approach as Pedagogical Practice (Anja Kraus)35
Introduction35
The Cameraethnographic Approach37
Empirical Approach: Analysis of “Girl Lilith”40
Conclusions46
References47
Dissection and Simulation: Instructional Brilliance or Experiential Encumbrance? (Norm Friesen)53
Introduction53
Dissection54
Body and Relation in Lab Dissection55
Body and Relation in Online Dissection56
Distanciation, Care and Risk59
The Virtual Dissection: Pliable, Discontinuous, Brilliant63
Educational “Brilliance”66
Dissection: Interface, Encumbrance or Upheaval?67
References70
Easter Holidays. Corporal Communication and What is Learned in School (Bernd Hackl/Sandra Hummel)73
Concepts of and Research on Corporal Communication74
Investigating the Semantics of Corporal Expressions77
‘Easter Holidays’ – Scenes from a Case Study79
An Ambiguous Offer84
Turning Around the Performance87
Conclusion90
References92
Aspects of Time and Space in Open Classroom Education (Sabine Reh/Kathrin Berdelmann)97
Practice, Timespaces and Tacit Dimensions98
A Case Study: Johannes and Charlotte100
Scenic reconstruction as Story101
Timespaces of Charlotte and Johannes104
Social relations and Timespaces of Learning107
References108
Ethnographical Research on Turn-Taking as an Example of Analysing Tacit Routines in School Lessons (Jürgen Budde)111
Introduction111
Practices in Ethnographical School and Instruction Research112
Overview of Current Research Status on Turn-Taking115
Design of Research119
Empirical Findings120
Routine Mode: Initiation-Response-Feedback121
Mode Disruption: Contribution Without Hand-Raising123
Right to Speak as Ambivalent Practice Between Routine and Disruption127
References131
About the Authors135