Kraus Scenarios of Knowledge at Universities in Change

Perspectives of the Humanities, the Educational and the Cultural Sciences
1. Auflage 2017
ISBN: 978-3-8309-8637-9
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 128 Seiten

This volume presents some contributions to the 6th conference of the EERA network 'Tacit Dimensions of Pedagogy': 'Education is Relation not Output? Scenes of Knowledge and Knowledge Acquisition'. The symposium was motivated by the fact that some perspectives of Humanities, for example those from the Educational and the Cultural Sciences, are not always present in the current discourses on university. Considering the point of view of these scientific disciplines, the idea of university and scholarly life means, firstly, to freely develop the idea of university. Secondly, it means to critically examine the conditions for academic work, e.g. in terms of current policy discourses. Fundamental for this is the idea of university as a society in which everyone is responsible for the shaping of her/his relationships to him-/herself, to others and to the world based on diverse forms of knowledge and knowledge representation. In this volume, this idea will be developed from historical, conceptual, and practical perspectives.

Autoren/Hrsg.

Kraus, Anja

Inhaltsverzeichnis

1;Book Cover;1
1.1;Imprint;4
1.2;Contents;5
2;Introduction: Perspectives of the Humanities, the Educational and the Cultural Sciences on University (Anja Kraus);7
3;The Ethos of Gratitude. To the Non-Utilitarian Grounds of University Education (Tatiana Shchyttsova);13
4;The German University as an Educational Institution. Analyses of its Historical, Current, and Future Development (Carola Groppe);25
4.1;Introduction;25
4.2;The Institutional Identity of the “Classical University”;26
4.3;Educational Institutions, Institutional Fictions, and Education through Science;28
4.4;20th Century Problems of the Germany University: the Problem of Masses, and “Education” through Final Exams;30
4.5;The University as Subject of Educational Science;38
4.6;References;43
5;University as Knowledge Scenario. Bildung and Sustainability (Anja Kraus);49
5.1;University as a Topic of Research;49
5.2;Scenarios of Knowledge in the Sign of Bildung: University and Vision;50
5.3;Scenarios of Knowledge as Bildung – a Challenge;51
5.4;Higher Education for Sustainable Development;55
5.5;References;57
6;Dark Pedagogy 4.0: Art as a School Subject in the Wake of Competence Orientation and Digitalization (Pierangelo Maset);61
6.1;Control and Predictability;62
6.2;Competences over Education;64
6.3;“Digi in the Valley” (Digi im Tal);66
6.4;References;67
7;Qualities of Academic Education – A Comparison of Discussions and Positionings in Sweden and Germany (Anja Kraus);69
7.1;Abstract;69
7.2;Quality as an Aim;69
7.3;Fundamental Considerations on the Comparison of the Ideas of Quality in Educational Institutions in Sweden and Germany;72
7.4;Common Starting Point;73
7.5;Historical and Cultural Differences in Sweden and Germany;74
7.6;Discourse-based Differences;78
7.7;Conclusion;80
7.8;References;81
8;Investigations into Body Language. How to Advance Queer Intersectional Learning within Art Education (Nanna Lüth);87
8.1;The Body in Phenomenology;88
8.2;Queering Phenomenology;89
8.3;Black Feminist Pedagogy as a Practice of Freedom;90
8.4;“Media Change (Body)”;91
8.5;“Female” and “Male” Body Language as a Result of Patriarchal Structures;92
8.6;In the Chair Round;94
8.7;On Objectivity;96
8.8;Queering the Chair Round / Unlearning Cis-Privilege;97
8.9;Undoing Colorblindness;100
8.10;Sexual Voids;102
8.11;Conclusion;103
8.12;References;105
9;Values and Knowledge Education (VaKE) – a Didactic Tool to Teach Humanism and Democracy (Jean-Luc Patry);109
9.1;Introduction;109
9.2;Values Education;109
9.3;Dilemma “Teaching about colonialism”;111
9.4;Values and Knowledge Education (VaKE);113
9.5;Some Results of Studies with VaKE;117
9.6;Education for Humanism and Democracy;120
9.7;References;122
10;Authors;127