Institut für Allgemeine Erziehungswissenschaft und Berufspädagogik
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Item The uses and abuses of boredom in the classroom(2022-09-17) Yacek, Douglas W.; Gary, KevinAlthough the educational and psychological hazards of boredom are well documented, an increasing number of researchers have argued that boredom may be a helpful, rather than harmful, emotion for the growing individual. In this paper, we engage with this re-conception of boredom and explore its implications for contemporary education: Can boredom enhance student learning, or support certain forms of it? Can it be put to use in the classroom? What are the risks involved? In addressing these questions, we show that boredom can fulfil several important psychological functions under certain special conditions. At the same time, we argue that careful attention to the moral psychology of boredom reveals that it has significant disadvantages for helping students to develop a meaningful and fulfilling relationship to subject matter in the classroom. Against the backdrop of this analysis, we discuss the concept and experience of aspiration as a potential way of tempering and eventually obviating the psychological pitfalls of boredom. In the final section, we draw out several principles of an aspirational approach to grappling with boredom in education.Item Revisiting The Transformative Classroom: a response to Schroeder-Strong, Merrifield, Morgan, and Dahlbeck(2022-05-17) Yacek, Douglas W.In this response to reviewers, I revisit some of the central positions and theses of my book The Transformative Classroom and engage with several important criticisms. In doing so, I try to point out what I think is of particular value for further understanding the transformative potential of the classroom, especially where I think I could have captured this better in the book.Item Commemorating heroes and martyrs in a Chinese elementary school: An exploration of the Qingming Sacrificial Ritual from the perspective of educational anthropology(2022) Wang, Yumeng; Mattig, Ruprecht; Wulf, ChristophRitual is a classic research topic in anthropology. This study focuses on the Qingming Sacrificial Ritual in a primary school located in Beijing, China, under the theoretical framework of German educational anthropology. This empirical research is conducted under focused ethnography and documentary method. The Qingming Sacrificial Ritual is a modern expression of ancient Chinese sacrificial rituals，which originated from ancient Chinese sacrificial culture which is traditional ethical culture centered on filial piety in traditional Chinese Confucianism. Through the lens of Qingming Sacrificial Ritual, this research shows Chinese history, culture, society and school education to German and European readers on a more multi-perspective basis. As this dissertation focuses on Qingming Sacrificial Ritual in a Chinese primary school, a model of Chinese school ritual practice is also constructed through an in-depth description and analysis of the preparation, organization and performance of ritual, revealing the key factors that influence the formation of Chinese school ritual, including educational policies, educational system, school culture etc. It also provides international readers with basic understanding of elementary education in China. From methodology perspective, a policy logic analysis model of ritual research is proposed, developing a new analytical perspective for international ritual research. The focus on “ritual expert” offers a new direction of informant for researchers who want to gain a deeper understanding of Chinese school rituals through ethnography and fieldwork, providing a new direction for data collection.Item Transformative education: philosophical, psychological, and pedagogical dimensions(2021-03-05) Yacek, Douglas; Rödel, Severin Sales; Karcher, MartinItem Should anger be encouraged in the classroom?(2020-01-29) Yacek, DouglasIn light of recent political developments in Western democracies, several political commentators and theorists have argued that encouraging anger in citizens may contribute to social justice and should therefore constitute an aim of civic education. In this article, Douglas Yacek investigates these claims in depth. In doing so, he expands on previous work on the political and educational significance of anger — particularly by critical and “agonistic” theorists of civic education — in two distinct ways. First, Yacek explores the psychological costs and benefits of cultivating student anger. Second, he examines the potential cultural effects of anger in Western democratic societies. While sympathetic to the defenses of anger that have been recently offered in political and educational theory, Yacek concludes that we should be cautious about embracing anger in civic education. In particular, he argues that anger involves serious psychological risk, may exacerbate the social problems that it sets out to solve, and can lead to a disposition of adversarial and politically counterproductive closed-mindedness. In the closing sections, Yacek suggests that experiences he calls “civic epiphanies” are central to cultivating a politically beneficial form of open-mindedness, and argues that such experiences should therefore be encouraged in civic education.Item Education as Transformation: Formalism, Moralism and the Substantivist Alternative(2019-09-10) Yacek, Douglas; Ijaz, KailumThe term ‘transformation’ and its cognates can be found appended to almost every key term in the contemporary educational lexicon. In educational psychology, teachers are urged to adopt the methods of ‘transformational teaching’. In adult education, the theory of ‘transformative learning’ defines the current research paradigm. Social justice educators regularly couch their consciousness‐raising efforts in terms of ‘transformative pedagogy’. And in philosophy of education, pragmatists, phenomenologists, neo‐Aristotelians and postmodernists alike point to the special transformative quality of education, both in the Anglo‐American as well as the German‐language discourses. In this essay, we argue that these various conceptions of transformative education can be organised under two theoretical categories, each with its own distinctive understanding of and approach to creating transformative educational experiences: formalism and moralism. In the first two sections, we discuss the characteristic qualities of these two approaches and point to several problems that arise within them. Drawing on recent developments in the philosophy of language and moral psychology, we then advance a ‘substantivist’ alternative to the formalistic and moralistic approaches, which characterises the transformative experience as a process of renarrativation with two experiential moments: articulation and aspiration. Substantivism is an attractive approach to transformative education, we argue in the final section, because it avoids the problems that arise in the formalistic and moralistic conceptions while providing resources for capturing what is essential to transformative experience in the educational process.Item Concept and implementation of a two-stage coding scheme for the development of computer-based testing (CBT)-items in traditional test software(2019-01-18) Ketschau, Thilo; Kleinhans, JanneComputer-based testing (CBT) is gaining importance for studies addressing the diagnosis of competencies, because it is possible to simulate authentic action situations and may reduce the effort of analyzing the data. This benefit is most important for the phase of item design. In this phase of assessment construction, the pattern of answers of a sample is used to draw conclusions on the functionality of the items. Currently, there are no standards for the encodement of items which consider the specifications of CBT-instruments. These specifications are, for example, the a posteriori non-variability of the coding, a lack of information when using conventional test scores and the need of standardization of different formats of items. Taking these specifications into consideration, this paper proposes and discusses a two-stage coding systematization for CBT-items. For this, a distinction between item-coding and answer-coding was done. The coding is discussed for single-section and multi-section formats as well as dichotomous and polytomous answer modes. Therefore, this paper is for users of CBT-instruments who want to achieve the optimal information value of their test results with efficient coding.Item Probleme der Integration türkischer Migranten der zweiten und dritten Generation(2009-08-25T15:09:25Z) Keskin, Nilüfer; Heitzer, Manfred; Veelken, LudgerItem John Deweys Pädagogik und ihr Einfluss auf das chinesische Erziehungssystem(2007-04-26T09:37:41Z) Xu, Dongping; Schäfer, Karl-Hermann; Veelken, LudgerItem Die Reformpädagogen John Dewey und Adolf Reichwein(2006-10-12T13:29:53Z) Lex, Theresia; Schäfer, Karl-Hermann; Heitzer, ManfredItem Arbeit und Beruf im historischen Prozess(2006-10-12T13:01:50Z) Dandl, Herbert; Pätzold, Günter; Vogel, Peter