Rucker, Thomas (2019). Bildung, Unterricht und Respekt. Zur Begründung einer nicht-affirmativen Allgemeinen Didaktik. Vierteljahrsschrift für wissenschaftliche Pädagogik, 95(3), pp. 410-428. Schöningh 10.30965/25890581-09501036
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In this article, I will first show that non-affirmative didactics offer a specific account of teaching. From this point of view, teaching is described with regard to the purpose of ›Bildung‹, i.e. the development of the ability to judge for oneself in the relationship with resistant objects. I will then develop a justication of non-affirmative general didactics with regard to the notion of pedagogical respect which can be specified by the principles of self-determination, ›Bildsamkeit‹ and dialog.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > General and Historical Educational Science |
UniBE Contributor: |
Rucker, Thomas |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
ISSN: |
0507-7230 |
Publisher: |
Schöningh |
Language: |
German |
Submitter: |
Thomas Rucker |
Date Deposited: |
05 Feb 2020 07:26 |
Last Modified: |
05 Dec 2022 15:35 |
Publisher DOI: |
10.30965/25890581-09501036 |
BORIS DOI: |
10.7892/boris.138556 |
URI: |
https://boris.unibe.ch/id/eprint/138556 |
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