LFU:online

Students acquire basic knowledge of scientific theory for the subject of educational science and should be able to apply it and to be able to argue with the acquired knowledge.

The question of how educational science comes to its knowledge guides through this lecture. This involves further questions such as.B the meaning of terms, concepts, theories, models, approaches and their orientation as well as sets of rules. This, in turn, is within calling distance of philosophy, more precisely of epistemology.

Specifically, the aim is to understand why a theory of science and methodology is also needed in the educational sciences and how both can be systematically developed. This sounds abstract, but becomes tangible and vivid through examples.

One lecture hour is not enough to be able to delve into every theoretical basic direction, so a selection must be made. On the one hand, it is oriented towards history and discusses educational concepts that are still effective today, such as.B. humanities pedagogy, empirical educational science and critical educational science with an outlook on pragmism, systems theory and poststructuralism; on the other hand, concepts such as e.B body/body, action/effectiveness, experience/contingency, criticism/power or recognition/art of living as well as basic problems such as e.B. the relationship between theory and empiricism/practice or basic questions such as e.B. the "historical" are asked and discussed.

The lecture is expected to be streamed (live) and consists primarily of lectures with discussion parts and independent literature work.

Written exam (online exam). The consideration of the examination literature on OLAT is recommended for reading in any case; attendance at the lecture is not mandatory.

Basic literature: 

Weiß, Gabriele/Zirfas, Jörg (Hrsg.) (2020): Handbuch Bildungs- und Erziehungsphilosophie. Springer VS: Wiesbaden, insbes. S. 601-687.

- Zirfas, Jörg (2018): Einführung in die Erziehungswissenschaft. utb: Paderborn, insbes. S. 9-64.

- Reichenbach, Roland (2007): Philosophie der Bildung und Erziehung. Eine Einführung. Kohlhammer: Stuttgart, insbes. 13-27.

- König, Eckhard / Zedler, Peter (2002): Theorien der Erziehungswissenschaft. Weinheim u.a.: Beltz.

- Hug, Theo (Hrsg.) (2001): Wie kommt Wissenschaft zu Wissen? Bd. 4, Baltmannsweiler: Schneider Verlag Hohengehren (auch als CD-ROM).

- Kron, Friedrich W. (1999): Wissenschaftstheorie für Pädagogen. Reinhardt: München.

- Brinkmann, Wilhelm/Pertersen, Jörg (Hrsg.) (1998): Theorien und Modelle der Allgemeinen Pädagogik. Auer: Donauwörth, insbes. S. 87-100, S. 117-136, S. 153-167 und S. 196-221.

- Hierdeis, Helmwart / Hug, Theo (Hrsg.) (1997): Taschenbuch der Pädagogik. Bd. 2, Baltmannsweiler: Schneider Verlag Hohengehren (auch als CD-ROM).

- Kriz, Jürgen / Lück, Helmut E. / Heidbrink, Horst (1996): Wissenschafts– und Erkenntnistheorie. Eine Einführung für Psychologen und Humanwissenschaftler. Opladen: Leske + Budrich.

The marked literature on OLAT is relevant for the examination.

Online-Lecture