Bergstedt / Herbert / Kraus Tacit Dimensions of Pedagogy

1. Auflage 2012
ISBN: 978-3-8309-7649-3
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 136 Seiten

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.

Autoren/Hrsg.

Bergstedt, Bosse

Herbert, Anna

Kraus, Anja

Wulf, Christoph

Inhaltsverzeichnis

1;Book Cover;1
1.1;Imprint;4
1.2;Contents;5
2;Introduction;7
3;Mimesis in Rituals. A Case Study on the Mechanism and Effects of Implicit Knowledge (Christoph Wulf);15
3.1;Little America;15
3.2;Ritual Performance and the Way a Scene is Staged;16
3.3;Body, Movements, Gestures;20
3.4;Mimesis, or the Role of Creative Imitation, in Rituals;24
3.5;References;26
4;Tacit Knowledge in Aesthetics (Andrea Sabisch (translation Sten Mellenthin));27
4.1;Attention/Attentiveness;27
4.2;The Implicit In-Between;29
4.3;Tacit Knowledge in the Context of ‘Experience’;30
4.4;Response;32
4.5;Self;33
4.6;Tacit Knowledge in Aesthetics;34
4.7;References;34
5;The Cameraethnographic Approach as Pedagogical Practice (Anja Kraus);35
5.1;Introduction;35
5.2;The Cameraethnographic Approach;37
5.3;Empirical Approach: Analysis of “Girl Lilith”;40
5.4;Conclusions;46
5.5;References;47
6;Dissection and Simulation: Instructional Brilliance or Experiential Encumbrance? (Norm Friesen);53
6.1;Introduction;53
6.2;Dissection;54
6.3;Body and Relation in Lab Dissection;55
6.4;Body and Relation in Online Dissection;56
6.5;Distanciation, Care and Risk;59
6.6;The Virtual Dissection: Pliable, Discontinuous, Brilliant;63
6.7;Educational “Brilliance”;66
6.8;Dissection: Interface, Encumbrance or Upheaval?;67
6.9;References;70
7;Easter Holidays. Corporal Communication and What is Learned in School (Bernd Hackl/Sandra Hummel);73
7.1;Concepts of and Research on Corporal Communication;74
7.2;Investigating the Semantics of Corporal Expressions;77
7.3;‘Easter Holidays’ – Scenes from a Case Study;79
7.4;An Ambiguous Offer;84
7.5;Turning Around the Performance;87
7.6;Conclusion;90
7.7;References;92
8;Aspects of Time and Space in Open Classroom Education (Sabine Reh/Kathrin Berdelmann);97
8.1;Practice, Timespaces and Tacit Dimensions;98
8.2;A Case Study: Johannes and Charlotte;100
8.3;Scenic reconstruction as Story;101
8.4;Timespaces of Charlotte and Johannes;104
8.5;Social relations and Timespaces of Learning;107
8.6;References;108
9;Ethnographical Research on Turn-Taking as an Example of Analysing Tacit Routines in School Lessons (Jürgen Budde);111
9.1;Introduction;111
9.2;Practices in Ethnographical School and Instruction Research;112
9.3;Overview of Current Research Status on Turn-Taking;115
9.4;Design of Research;119
9.5;Empirical Findings;120
9.6;Routine Mode: Initiation-Response-Feedback;121
9.7;Mode Disruption: Contribution Without Hand-Raising;123
9.8;Right to Speak as Ambivalent Practice Between Routine and Disruption;127
9.9;References;131
10;About the Authors;135