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What is basic knowledge in educational science? Historical analyses.

什么是教育科学的基础知识？

基本信息

批准号：
387338621
负责人：
Dr. Katharina Vogel
金额：
--
依托单位：
Institut für Erziehungswissenschaft
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2017
资助国家：
德国
起止时间：
2016-12-31 至 2020-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/387338621?language=en
关键词：
What basic knowledge educational science

项目摘要

The proposed project aims to contribute to pedagogical knowledge research, science research and the research of history of science by reconstructing and analysing the basic shape of the discipline, as reflected in its textbooks, introductions, and publications on basic knowledge. This is achieved using five cross-sections beginning in the late 18th century, ending in the year 2000.In this project educational worlds of signification are focussed upon, that emerge from institutionalised, respectively institutionalising knowledge systems within the scope of such publications aspiring to depict or to impart the education science in its entirety as a ground plan or a collection of basic knowledge. These properties especially apply to textbooks of and primers into pedagogy/educational science, books on the history of pedagogy and its classical authors. It is of peculiar interest how the particular perspective is described, selections of topics and knowledge are legitimated, an image of educational science is staged in small scale, and publications are embedded in disciplinary and university context. Publications (respectively its authors) -- as a snapshot -- thereby represent a condensed understanding of discipline as well as a relation between disciplines, whose reconstruction provides understanding of the disciplinary identity of educational science. These self-positionings implicitly and explicitly find expression in the prefaces and preambles of the publications, in the presented systematics and semantics as well as in the references being used within the scope of the publication.

拟议的项目旨在通过重建和分析该学科的基本形态，促进教学知识研究、科学研究和科学史研究，如其教科书、导言和关于基础知识的出版物所反映的那样。这是通过从18世纪晚期开始，到2000年结束的五个横截面来实现的。在这个项目中，教育意义的世界被集中在这样的出版物的范围内，这些世界是从制度化的、分别制度化的知识系统中产生的，这些出版物渴望将教育科学作为一个基本计划或基本知识的集合来描述或传授其整体。这些特性尤其适用于教育学/教育科学的教科书和入门读物、教育史书籍及其经典作者。特别令人感兴趣的是如何描述特定的视角，专题和知识的选择是否合法，教育科学的形象是如何小规模上演的，出版物是如何嵌入学科和大学背景的。出版物(各自的作者)--作为快照--因此代表了对学科以及学科之间关系的浓缩理解，其重建提供了对教育科学学科身份的理解。这些自我定位在出版物的序言和序言中、在所提出的系统和语义中以及在出版物范围内使用的参考文献中都有隐含和明确的表达。