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Dear fellow students,
the 12th volume “Emotion – Feeling – Mood. Phenomenological and pedagogical Perspectives” in our series Phänomenologische Erziehungswissenschaft just published!
This volume provides systematic, interdisciplinary, and intercultural impulses for a phenomenological pedagogy of emotions, feelings, and moods without subordinating them to the logocentric dualism of emotion and rationality. Starting from foundational and cultural perspectives on pedagogical relations of education, learning, and Bildung, specific emotions in individual studies, as well as different approaches of important representatives of phenomenological research on emotions are presented. The contributions include pedagogical, philosophical, and empirical approaches to feelings, emotions, and moods, highlighting their fundamental importance and productivity for learning, Bildung, and education in different pedagogical institutions and fields.
Dear fellow students,
The Interdisziplinäres Zentrum für Bildungsforschung invites you to the Young Researchers’ Day, which will take place in digital format on 28 September 2021. The Young Researchers’ Day combines conference presentations and workshops on relevant topics of scientific practice. Participants will have the opportunity to present their own ongoing projects and research results in five parallel sessions.
More information can be found on the IZBF website and in the programme. To register, please send an email to firstname.lastname@example.org.
The IZBF invites you to the Summer School 2021 “Bild und Bildanalyse in der Bildungsforschung” for young researchers on 6 and 7 September 2021. The Summer School will present qualitative approaches to the theory and analysis of images and their application in educational research. The focus will be on phenomenological and historical perspectives. The workshops will allow participants to discuss the benefits and to contribute their own topics and research questions.
To kick off the event, Prof. Dr. Claudia Blümle (HU Berlin) will give a keynote on “Wiedererkennendes Sehen und sehendes Sehen. Ikonografische und phänomenologische Zugänge zum Bild”. It will take place via Zoom and is open to everyone interested. Informal registration to email@example.com is requested.
“Dinge sind, je weilig nach ihrer Weise dingend, Spiegel und Spange, Buch und Bild, Krone und Kreuz” (Heidegger, 1950, 181).
We encounter them every day and everywhere, whether in the classroom, in the home office or in Heidegger’s philosophy: things. Some are useful to us and lend themselves to certain activities, others are just there and even lie in our way. As diverse as they may appear to us, they have something in common: they show themselves in certain ways, affect and invite us.
I would like to draw your attention to a new teaching video “Phenomenological Research in Education”, which has been produced in the context of the intermedia project Meet and Read Experts of the Fernuniversität Hagen.
we are pleased to announce that the Network of Phenomenological Vignette and Anecdote Research has a new homepage.
At the centre of vignette and anecdote research in (in-)formal educational contexts and social learning spaces are methodological procedures that are suitable for exploring (extra-)school experience dimensions, for example on phenomena of learning and teaching or pedagogical practice, as ‘close’ as possible to the participants. Vignettes and anecdotes are aesthetically condensed and situational written narrations, which, generated in a research attitude of co-experience, embody learning experiences and make them tangible through the lived body.
Are children between the ages of 5 and 7 years of age actually becoming increasingly developmentally disturbed and in need of therapy, as current reports indicate (see AOK Heilmittelbericht 2018; see Bildungsberichtsberichterstattung 2018)? Or are there possibly other explanations for this increase in recent years? These questions form the starting point of the short report “Am I a normal child?”.
An initial trail for answering these is laid by phenomenological educational science, which provides a different explanation for the strong increase in the number of children allegedly in need of treatment. It does not see the cause in the children. Instead, the predominant non-pedagogical norms for early childhood education in early educational institutions are considered to be decisive for the situation. First interviews with parents and educators, insights in observation reports as well as in observation sheets also confirmed this perspective.
In the course of this research, it became apparent that child development in early education practice is “measured” and evaluated to a large extent by developmental psychological norms. Developmental psychological norms are basically linked to age specifications and do not include any educational science perspectives on upbringing, education and learning. The individuality and the respective horizon of experience of the individual child are also excluded. This can lead to increased norm deviations on the part of the children, which are responded to with pathologisation and normalisation. The briefly outlined non-pedagogical approach to child development in early educational institutions could thus be an explanation for the high rate of increase in the number of children with an ascribed need for therapy. According to this, fewer children would show difficulties in their development requiring treatment than the statistics show.
The film contribution would like to draw attention with its protagonists to these imbalances in early education, which often leave traces on the children. In the short report, four protagonists from the field of early childhood have their say: a grandmother of an affected child, an educator, Dr. Simone Beller, the developer of the “Kuno-Bellers Development Table 0-9”, and the educational scientist Prof. Dr. Malte Brinkmann.
The content of the article was filmed together with Jeremy Lacher and thanks to all participants in a cooperation between MIZ Babelsberg and the Humboldt University of Berlin.
Nancy Weiss (HU Berlin)
after the volume “Verkörperungen” has been released recently, the volume on learning through research (Forschendes Lernen) is now available in our series!
This volume focuses on the relationship between theory, policy and practice of learning through research as a concept, a didactic concept for higher education and an intersubjective form of action. It aims at a critical reappraisal, reconstruction and reflection of research-based learning in educational and practical theoretical, phenomenological, scientific theoretical, university and general didactical perspectives. In addition, productive perspectives for a new definition of the relationship between research, teaching and learning in academic contexts and for teacher education are given.
The Volume is now availlable at: https://www.springer.com/gp/book/9783658281724