Literaturnachweis - Detailanzeige
Autor/inn/en | Klemenz, Dieter; Paschen, Harm |
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Titel | Nicht-diskursive Wissensbestände. Ihre pädagogischen Bedeutungen und erziehungswissenschaftliche Systematik. Paralleltitel: Resources of non-discursive knowledge. |
Quelle | In: Bildung und Erziehung, 68 (2015) 1, S. 85-103Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Beigaben | Tabellen |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0006-2456; 2194-3834 |
DOI | 10.7788/bue-2015-0108 |
Schlagwörter | Erziehung; Pädagogik; Wissen; Erziehungswissenschaft; Evaluation; Empathie; Intuition; Taktgefühl; Spiritualität; Wissenschaft; Diskurs; Qualität; Wirkung |
Abstract | In this issue of the review of BuE ["Bildung und Erziehung"] you will find articles on examples of knowledge domains being not of the type of classical science (which are called "non-discursive"), but which we think to be quite important in education, especially for its quality. In the first part of the authors' article there is an historical introduction on these new forms of knowledge. In the second part they tried to begin a systematization of the different pedagogical approaches and phenomena of "non-discursive" knowledge domains as i.e. empathy, intuition, tactfulness, spirituality, flow, and more. Thirdly they think, if these phenomena understood as knowledge domains are important in education, it should be considered to teach them to educators academically and to evaluate and examine them. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2015/3 |