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Bildung = Berufsbildung?! : Beiträge zur 6. Berufsbildungsforschungskonferenz (BBFK) / / Franz Gramlinger, Annette Ostendorf, Carola Iller, Kurt Schmid, Georg Tafner
| Bildung = Berufsbildung?! : Beiträge zur 6. Berufsbildungsforschungskonferenz (BBFK) / / Franz Gramlinger, Annette Ostendorf, Carola Iller, Kurt Schmid, Georg Tafner |
| Pubbl/distr/stampa | [s.l.] : , : wbv Media, , 2019 |
| Descrizione fisica | 1 online resource (398 p.) |
| Soggetto topico |
Education / Vocational
Education |
| ISBN | 3-7639-5879-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910633948903321 |
| [s.l.] : , : wbv Media, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Demokratie-Bausteine : Das Planspiel in Praxis und Theorie / Daniela Köck, Georg Tafner
| Demokratie-Bausteine : Das Planspiel in Praxis und Theorie / Daniela Köck, Georg Tafner |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Frankfurt am Main, : Wochenschau Verlag, 2017 |
| Descrizione fisica | 1 online resource (225 pages) : illustrations |
| Disciplina | 379 |
| Collana | Wochenschau Wissenschaft |
| Soggetto topico |
Demokratie
Didaktik Gesellschaft schulische Bildungsarbeit Partizipation außerschulische Bildungsarbeit Unterricht Ökonomieunterricht Unterrichtsmethoden Planspiel politische Bildung |
| ISBN | 3-7344-0409-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Daniela Köck, Georg Tafner Einleitung der Herausgeberin und des Herausgebers Teil 1: Praxis Daniela Köck, Birgit Lacheiner 1. Politik und Lernen 1.1 Praxis politischer Bildung: Der Verein beteiligung.st. 1.2 Politische Bildung und Partizipation 1.2.1 Lernen, handeln und partizipieren 1.2.2 Partizipation als Ziel politischer Bildung 1.2.3 Schulische und außerschulische Bildungsarbeit 1.2.4 Der Einsatz von Planspielen 1.2.5 Fazit 1.3 Literatur Laura Horn 2. Das Planspiel als Methode 2.1 Begriffserklärung und Charakterisierung5 2.2 Ziele von Planspielen 2.3 Aufbau und Ablauf von Planspielen 2.4 Probleme und Grenzen der Planspielmethode 2.5 Literatur Daniela Köck, Birgit Lacheiner, Georg Tafner, Katrin Uray-Preininger 3. Das Planspiel Demokratie-Bausteine. Mein Land. Dein Land. Unsere Union. 3.1 Idee und Entwicklung 3.2 Das Spiel 3.2.1 Einführungsphase 3.2.2 Identifikationsphase 3.2.3 Spielphase 3.2.4 Reflexionsphase 3.3 Weiterentwicklungen des Spiels 3.4 Literatur Teil 2: Theorie Thomas Tripold 1. Soziologische Perspektiven auf erfahrungsorientiertes Lernen in postmodernen Gesellschaften - Die Planspielmethode als Instrument des Einübens demokratischer Kompetenzen 1.1 Einleitung 1.2 Von der "organisierten Moderne" zur "Postmoderne" - Veränderte Anforderungen an die Pädagogik 1.3 Erziehung als Praxis der Veränderung der Erfahrung 1.4 Das Planspiel als Methode lernender Erfahrung 1.5 Demokratie spielend erleben und verstehen 1.5.1 Identifikationsphase 1.5.2 Spielphase 1.5.3 Reflexions- bzw. Debriefing-Phase 1.6 Schluss 1.7 Literatur Georg Tafner 2. Modellierung sozioökonomischer Planspiele 2.1 Wie wird unsere Welt modelliert? 2.2 Wie werden sozioökonomische Prozesse modelliert? 2.3 Wie wird multi-level-governance modelliert? 2.4 Literatur Georg Tafner 3. Didaktik des Planspiels 3.1 Bildung als Ausgangspunkt didaktischer Überlegungen 3.2 Performative Pädagogik 3.3 Das Erfahren von Rollen und die Selbstinszenierung 3.4 Das Erfahren von Interessenskonflikten 3.5 Knappheit und ökonomische Restriktionen erfahren 3.6 Förderung von Wissen und Kompetenz zur Lösung von Interessenskonflikten 3.6.1 Urteils-, Kritik- und Kommunikationskompetenz 3.6.2 Wissen um und Verstehen von Kultur, Nationalstaat und Supranationalität 3.7 Literatur Teil 3: Empirie: Evaluierung des Planspiels Demokratiebausteine auf der Basis des Design-Based-Research Georg Tafner, Laura Horn, Monika Karner, Christine Leber, Alexandra Peterlin 1. Forschungsdesign auf Basis des Design-Based Research 2. Quantitative Ergebnisse 2.1 Lehrpersonen und das Planspiel 2.2 Das Planspiel aus Sicht der Jugendlichen 2.2.1 Reflexion des Planspiels 2.2.2 Fragebogen zum Planspiel 2.3 Haltungen und Einstellungen vor und nach dem Spiel 2.3.1 Kategorien zur Messung von Haltungen und Einstellungen 2.3.2 Ergebnisse. 2.4 Mögliche Zusammenhänge von Einstellungen im Kontext des Planspiels 3. Qualitative Evaluierung 3.1 Beobachtung 3.1.1 Umsetzung der Beobachtung in der Evaluierung 3.1.2 Auswertung und Ergebnisse der Beobachtungen 3.2 Interview 3.2.1 Umsetzung der Interviews in der Evaluierung 3.2.2 Auswertung und Ergebnisse der Interviews 3.3 Zusammenfassung der Ergebnisse aus Beobachtungen und Interviews 3.3.1 Typen der Kategorien Führungsstil und Aktivität. 3.3.2 Typen der Kategorie Wir-Gefühl 3.4 Erweiterte Auswertung und Ergebnisse der Interviews 3.4.1 Kategorien horizontal über die Sequenzen 3.4.2 Allgemeine Erkenntnisse aus der Interviewauswertung 3.5 Die Beobachtung durch die Spielleitung 3.6 Die Fokusgruppe mit den beteiligten Lehrpersonen 4. Fazit 5. Literatur Autorinnen und Autoren |
| Record Nr. | UNINA-9910160701403321 |
| Frankfurt am Main, : Wochenschau Verlag, 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Economy, Society and Politics : Socio-Economic and Political Education in Schools and Universities
| Economy, Society and Politics : Socio-Economic and Political Education in Schools and Universities |
| Autore | Fridrich Christian |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Wiesbaden : , : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH, , 2024 |
| Descrizione fisica | 1 online resource (326 pages) |
| Disciplina | 361.1071 |
| Altri autori (Persone) |
HagedornUdo
HedtkeReinhold MittnikPhilipp TafnerGeorg |
| ISBN | 3-658-42525-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- References -- Contents -- About the Contributors -- Economy, Society and Politics - Socio-economic and Political Education in Schools and Universities: A Brief Introduction to th... -- Part I: Economy and Democracy -- The Problematic Dominance of Economics in Public Policy -- 1 Geographical Inequalities -- 2 Adjustment to Globalization -- 3 The Single European Currency -- 4 Labour Market Reform -- 5 Market Analogues in Public Services -- 6 Conclusions: For What Should Economics Be Blamed? -- References -- Society, Democracy, and Economics: Challenges for Social Studies and Citizenship Education in a Neoliberal World -- 1 Democracy in Crisis -- 2 Populism as Response to Spectator Democracy -- 3 Liberal-Democracy a Contradiction of Terms -- 4 Deweyan Democracy as Utopian Ideal -- 5 Trump, Democracy and Fascism -- 6 Conclusion -- References -- Part II: Perspectivity -- Economic Phenomena and Multidisciplinary Perspectives of Young People with and without Special Educational Needs -- 1 The State of Research: Multi- or Monodisciplinary Perspectives of Learners on Economic Phenomena? -- 1.1 Learners´ Perspectives on the Explicit, Primarily Economic Phenomena of ``Price´´ and ``Money´´ -- 1.2 Learners´ Perspectives on (Complex) Economic Mechanisms and Interrelationships -- 1.3 Interim Conclusion: Multi-Perspective Student Perspectives on Economic Phenomena and Interrelationships -- 1.4 The (Possibly) Momentous Blind Spot of Subject Didactic Research -- 2 Conceptions of Learners with Special Educational Needs -- 2.1 Research Theoretical and Methodological ackgrounds -- 2.2 Complex and non-observable Aspects in the Conceptions of Learners with FS L and FS esE -- 2.3 The Conceptions of Learners with and without special educational needs: Between Denial and Multi-Perspective Networking.
3 Cross-Phenomenal Analysis of the Conceptual Dimensions of Learners with FS -- 3.1 Disciplinary Dominance? -- 3.2 Connotation of the Dimensions of Concepts -- 4 Conclusion -- 4.1 Multi-Perspective and Interconnected Conceptions of Learners with Special Needs on Economic Phenomena and Contexts -- 4.2 Design Socio-economic Lessons on the Basis of the Students´ Concepts in a Problem- and Competence-Oriented Way -- 4.3 Reflection and Outlook -- References -- Assessing Economic Needs: Multiperspectivity and Theoretical Pluralism in Fifth Grade High School Textbooks for Geography and ... -- 1 The Pursuit of Scientific Multiperspectivity and Theoretical Pluralism in Socio-economic Education -- 2 The Impact of Textbooks -- 3 Multi-perspectivity and Theoretical Pluralism in the Current Austrian Curriculum of Secondary Level II for Geography and Eco... -- 4 Pluralism of Theories? Why One Theory Alone Is Not Enough -- 5 Research Design of the Textbook Analysis -- 5.1 Data Basis -- 5.2 Research Methodological Approach -- 6 Assessing Economic Needs -- 6.1 Learning Goal 1: Explain the Meaning of Market and Market Failure -- 6.2 Learning Goals 2 and 3: Describe Economic Inequalities on Earth and Assess Their Causes -- 6.3 Learning Goal 4: Evaluate the Production of Needs in Terms of Concepts of Sustainability -- 7 Conclusion -- References -- Pluralism and the Desire for Unambiguity: On the Significance of Diversity and Tolerance of Ambiguity in Socio-economic Educat... -- 1 The Decline of Complexity in the World -- 2 The Perception of the Outside World -- 3 External World, Perception and Understanding -- 4 The Ambiguity of The Economy and Economic Activity -- 4.1 Economy as Phenomenological Being -- 4.2 Economy as a Model -- 4.3 Economy as Ought -- 4.4 The Ambiguity of the Economy in an Ideal-Typical Scheme. 5 Conclusion: Tolerance of Ambiguity Through Socio-economic Education -- References -- Part III: Situations, Interests and Politics -- On the Educational Ideal of the Economic Citizen: A Competence Model for Economic Education and a Domain Analysis of the Socie... -- 1 Introduction -- 2 Theoretical Foundation for a Competence-Oriented Economic Education -- 2.1 Subject-Didactic Concepts of Economic Education -- 2.2 Pedagogical-Psychological Concepts of Competence -- 2.3 Location of the New Competence Model -- 3 Competence Model for Economic Education -- 3.1 The Educational Ideal of the Responsible Economic Citizen and the Definition of Economic Civic Competence -- 3.2 Structure Level of the Competence Model -- 3.3 Process Level of the Competence Model -- 4 Domain Analysis of the Societal/Economic Life Sphere -- 4.1 Methodological Approach -- 4.2 Results -- 5 Conclusion -- References -- Educational Task Instead of Educational Goal. The Common Good as an Object of Socio-economic Education -- 1 The Common Good: The Basis of Legitimacy of Politics, Economics and Political Economy -- 1.1 The Common Good as the Object of a Political Economy Understood as Political Economy -- 1.2 The Questionable Reference to the Common Good by ``Vulgar Liberalism´´ -- 2 Reflections on a Theory of the Common Good in Conformity with Democracy -- 3 The Development of an Individual Understanding of the Common Good as an Educational Task -- 4 Socio-economic Didactic Principles to Promote an Individual Understanding of the Common Good -- 4.1 First Principle: Orientation Towards the ``Beutelsbacher Konsens´´ -- 4.2 Second Principle: Confrontation with Extra- and Supra-economic Values and Interests -- 5 Methodological Starting Points for a Mature Discussion of the Common Good in Socio-economic Teaching. 6 Conclusion: The Determination of the Common Good as an Educational Task (Not as a Prerogative of Didactics) -- References -- The Freedom Party Austria (FPÖ) as the Party of the ``Little Man´´: The Economic Ideas of the FPÖ as a Topic in Socio-economic... -- 1 Introduction -- 2 The Didactic Foundations of Socio-economic and Political Education -- 3 The ``Belief in Decay´´ -- 4 Classification of FPÖ Voters -- 5 Theory of the Losers of Prosperity and Globalisation -- 6 Culturalism Versus Political Consciousness -- 7 Description of a Political and Socio-economic Learning Process -- References -- Part IV: Subject and Subjectification -- Understanding Neoliberal Subjectification: The Contemporary Homo Economicus in the Context of Socio-economic Education -- 1 Introduction -- 2 Subjectification in Neoliberalism as an Access for (Socio-economic) Education? -- 2.1 Neoliberal Rationality -- 2.2 Subjectification in the Light of Social Power Relations -- 2.3 The Current Homo Economicus -- 2.4 The End of the Liberal Democratic Order? -- 3 Neoliberal Subjectification and Socio-economic Education? -- 3.1 Neoliberal Subjectification as a Concrete Approach to Socio-economic Education -- 3.2 The Ideology and Social Theory Analysis Competence as an Extension of Socio-economic Education -- References -- Resonance and Subpolitics as Subject-Related Approaches to the Critique of Sustainability -- 1 Introduction -- 2 Sustainability as Critique in Times of Acceleration and Alienation -- 2.1 Acceleration and Alienation -- 2.2 ``Great Transformation´´ Towards Sustainability -- 2.3 Contradiction Between Acceleration and Sustainability -- 3 Resonance and Subpolitics as Analytical Approaches to the Critique of Sustainability at the Level of the Subject -- 3.1 Pioneers of Change as Subpolitical Subjects. 3.2 Subpolitical Subjects in the Context of a Dialectic of Resonance and Alienation -- 4 Outlook -- References -- ``Consuming the Right Way?!´´: Consumer Education and the Government of the Self -- 1 Consumption, Consumer Culture, Consumer Education: A (Twofold) Problem Outline -- 2 Practices of the (Responsible) Self: Processes of Subjectivation in Consumer Society and Consumer Education -- 3 Consuming Appropriately: Consumer Education Goals from the Teachers´ Perspective -- 3.1 Rational Consumption: ``It´s All About the Money!´´ -- 3.2 Sustainable Consumption: Consumer Education ``For Future´´ -- 3.3 Self-positioning of Teachers: Teachers as Consumers -- 3.4 Consuming ``Normally´´: Normality as a Normative Reference Point for Consumer Education -- 4 Conclusions for Socio-economic Consumer Education -- References -- Part V: Discipline and Curriculum -- Business Ethics Between Orthodoxy and Foundational Critique: Thoughts on a Taxonomy -- 1 Introduction -- 2 A Bird´s Eye View of Socio-economic and Economic-ethical Thinking -- 3 Taxonomy of Business Ethics Approaches -- 4 Business Ethics Approaches in the German-speaking World -- 5 Moral Economics According to Karl Homann -- 6 Integrative Business Ethics According to Peter Ulrich -- 7 Cultural Business Ethics According to Thomas Beschorner -- 8 The Value of the Proposed Taxonomy -- 9 Outlook -- References -- Political, Social and Economic Education in Lower Secondary Schools in Germany: An Analysis of Curricula and Specifications -- 1 Introduction -- 2 State of Research -- 3 Data Basis and Method -- 4 Result -- 4.1 The Leading Subject of Social Science Education in a Country Comparison -- 4.2 The Subject Areas of Politics, Society and Economics in Subject Teaching in Baden-Württemberg. 4.3 Politics, Society and Economics in the Subject Lessons and in Extra-Curricular Forms of Learning in Baden-Württemberg. |
| Record Nr. | UNINA-9910847581903321 |
Fridrich Christian
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| Wiesbaden : , : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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