Economy, Society and Politics : Socio-Economic and Political Education in Schools and Universities

• Autore: Fridrich Christian
• Pubblicazione: Wiesbaden : , : Springer Vieweg. in Springer Fachmedien Wiesbaden GmbH, , 2024; ©2024
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (326 pages)
• Disciplina: 361.1071
• Altri autori: HagedornUdo HedtkeReinhold MittnikPhilipp TafnerGeorg
• 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.
• Titolo autorizzato: Economy, Society and Politics
• ISBN: 3-658-42525-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910847581903321
• Lo trovi qui: Univ. Federico II