共查询到20条相似文献，搜索用时 31 毫秒
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This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492. 相似文献
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Av docent Ingvar Johannesson 《Scandinavian Journal of Educational Research》2013,57(1):197-244
Søvik, N. 1977. Individual Instruction in Norwegian (The PODIN Project). Scandinavian Journal of Educational Research, 21, 197‐232. As the principle of integration instead of segregation has become dominant in the planning and organization of the Norwegian school (1st to 9th grade), different kinds of individualized instruction have been recommended to the teachers to use. The main problem behind the project reported here was to investigate whether, and to what extent, an experimental program of individualized instruction within an ordinary school class would improve students’ performance in oral and written Norwegian compared with traditional instruction. It was carried out in three parallel studies with first‐graders and a new series of three experiments with second‐graders. 相似文献
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Eckart Liebau 《Zeitschrift für Erziehungswissenschaft》2013,16(3):27-41
On the one side, the public interest in aesthetic education is increasing, on the other side the knowledge about the effectiveness of this educational sector is small (1). This paradoxical situation is caused by a research deficite. Starting point for a systematic approach to aesthetic education is the reflection of the interplay in sensory perception and bodily experience leading to aesthetic learning (2). Against this background, the author reflects production aesthetics, the aesthetic of the opus and the aesthetic of reception and reflects these categories in regard to school theater performance (3). Learning processes by aesthetic education are described (4). Finally, the author outlines the fields in which systematic research is needed in regard to different methodological approaches, disciplines and the various fine arts (5). 相似文献
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Abstract:Wedman, I. 1981. Allocating Individuals into Mastery States on the Basis of Expected Utilities. Scandinavian Journal of Educational Research 25,9‐19. This study describes a procedure for making decisions in connection with criterion‐referenced measurements. The procedure, which may be called a full Bayesian procedure, uses continuous utility functions instead of a dichotomized utility structure. The basic idea is to combine the posterior distribution for a certain person with utility functions for ‘advance’ and ‘retain’ decisions respectively. The decision is then made in favour of the action with the largest expected utility. Fictitious data are presented to illustrate the procedure. 相似文献
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Maurud, 0. 1976. Reciprocal Compreheasion of Neighbour Languages in Scandinavia. An Investigation of How Well People in Denmark, Norway and Sweden Understand Each Other's Written and Spoken Languages. Scand. J. educ. Res. 20, 49‐72. Soldiers in the three countries were exposed to spoken and written texts in the two other Scandinavian languages and their comprehension was tested by asking them questions about the contents and by asking them to translate certain central words in the texts into their own language. Questions about certain important non‐linguistic factors such as education level, domicile, travels to the other Scandinavian countries, reading in the other Scandinavian languages, exposure to radio and television programs from the other Scandinavian countries, own estimation of other Scandinavian language comprehension and attitudes towards these languages were also included. The answers to these questions were used to throw light on the results of the language test. 相似文献
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Av forskarassistent fil. lic. Bengt‐Erik Andersson 《Scandinavian Journal of Educational Research》2013,57(1):65-79
This study was designed to investigate the cross‐cultural similarity of vocational interests as measured by the Strong Interest Inventory. An Icelandic version of the SII was administered to Icelandic college students studying medicine, business, library science, geology, biology, psychology, theology, and nursing. 290 first year students were tested, and 123 students approaching final exams of whom 80 were re‐tested two years later. Reliability coefficients for the scales (occupational themes, interests, occupations and the special scales) varied from 0.79 to 0.89. On the basis of the US norms 74‐83 percent of students were correctly classified into their actual professional group. The results indicate that US norms are valid for Icelandic college students and allow for satisfying prediction of educational and vocational choice. This may indicate that the US norms of the SII could be applicable for other Nordic college students. SII scale scores for all groups indicate identical interest structure for Icelandic and US groups of the same field of study. 相似文献
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Max Fuchs 《Zeitschrift für Erziehungswissenschaft》2013,16(3):257-271
The introduction of all-day schooling was one of the political consequences arising from Germany’s poor performance in the PISA study. One of the key ideas here was to boost cooperation between all-day schools and partners offering extra-curricular activities. To this end, the concept of the Culture School was developed. These are schools devoted not only to academic subjects, but also to cultural and artistic pursuits. Special tools and methods have been devised to help schools develop in the direction of a “culture school”, a process known as “cultural school development”. Such development processes are currently under way in many individual schools and above all within the scope of the large-scale project “Cultural agents for creative schools” (with around 150 schools in 5 German states participating). 相似文献
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The first graduation of a woman in the German‐speaking countries took place in 1754 at the university of Halle and represents a milestone in the history of women's education. This graduation was part of a tradition, closely related to the philosophy that was prevalent in the early years of this first modern German university. Around 1700 a theory of women's education (influenced by Christian Thomasius and by one of his students or collaborators, who remained anonymous) emerged at the university of Halle which did not copy the existing male academic education, but was built upon new principles. The central principle was the requirement to conquer the world with one's own eyes and through one's own efforts, and not to adopt indiscriminately the results of other people's work. Women were considered to be very suited for this kind of education, since they had had no part in the old academic practice and therefore had not been ‘damaged” by it. Thus they became the avant‐garde of a pedagogy and of a scientific practice which was considered to be the paragon for male education. Subsequent generations very quickly forgot this first politically inspired women's movement which originated in the German‐speaking world and had political impllcations–in spite of its comprehensive theory. It is only the present generations that seem about to fulfil some of the requirements put forward in 1700. 相似文献
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Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(2):33-40
In Abkehr von ihrer Einrichtung als auf demokratischer Partizipation basierender Bundesdienststelle nach UOG, wurden die staatlichen
Universit?ten ab dem UOG 1993 zunehmend in Richtung eigenverantwortlicher "Bildungsbetriebe" umgebaut. Diese auf Deregulierung
und Dezentralisierung universit?rer Handlungsparameter abstellende Entwicklung fand ihren vorl?ufigen H?hepunkt in der Umwandlung
der Universit?ten in vollrechtsf?hige juristische Personen durch das UG (2002). Die aufrechte Funktion des Staates als Erhalter
und insb Financier der Universit?ten hat zu einem auf universit?re Leistung und Verantwortung gegründeten Beziehungssystem
zwischen Staat, Gesellschaft und Universit?ten geführt, das auch mit Rechtsunsicherheiten und Friktionen behaftet ist. Der
bisher letzte Schritt in Richtung des intendierten umfassenden "Kulturwandels" der Universit?ten wurde mit dem Universit?tsrechts-?nderungsgesetz
2009 getan, das eine umfassende Novellierung der bisher geltenden Rechtslage beinhaltet. 相似文献
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Manfred Novak 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(1):1-11
In Abkehr von ihrer Einrichtung als auf demokratischer Partizipation basie- render Bundesdienststellen, nach UOG, wurden die staatlichen Universitäten ab dem UOG 1993 zunehmend in Richtung eigenverantwortlicher "Bildungsbetriebe" umge- baut. Diese auf Deregulierung und Dezentralisierung universitärer Handlungspara- meter abstellende Entwicklung fand ihren vorläufigen Höhepunkt in der Umwandlung der Universitäten in vollrechtsfähige juristische Personen, durch das UG (2002). Die aufrechte Funktion des Staates als Erhalter und insb Financier der Universitäten hat zu einem auf universitäre Leistung und Verantwortung gegründeten Beziehungs- system zwischen Staat, Gesellschaft und Universitäten geführt, das auch mit Rechts- unsicherheiten und Friktionen behaftet ist. Der bisher letzte Schritt in Richtung des intendierten umfassenden "Kulturwandels" der Universitäten wurde mit dem Universitätsrechts-Änderungsgesetz 2009 getan, das eine umfassende Novellierung der bisher geltenden Rechtslage beinhaltet. 相似文献
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Arne Larsson 《Scandinavian Journal of Educational Research》2013,57(1):67-75
In the article we examine the growth of special education, the expansion of the field and the categories used to classify special education students. Special education began to grow rapidly at the end of the 1960s with the advent of the comprehensive school system. This growth has occurred in both traditional classroom‐type teaching and part‐time, clinic‐type special education characteristic of the modern school model. The catetories used as the basis for transfer to special education have changed very little during the present century. Transfer to schools for the educationally subnormal has been due to lack of mental capacities, while transfer to classes for the socially maladjusted has been based on inability to adapt socially. 相似文献
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This article reports on findings of a study which objective is the development of an instrument for systematic evaluation and improvement of the quality of teaching in special schools. The article describes the research process which led to the construction of the instrument as well as the way teachers can use the instrument to improve the quality of their teaching. The article advocates a practice perspective to professional development in special schools, as special schools in Denmark are under pressure by three international educational agendas: the agenda of accountability, the agenda of standards and the agenda of inclusion. The instrument suggests that professional development is teacher driven and not driven by the accountability agenda. The research approach was collaborative as 35 teachers and principals from 16 special schools participated in the research process. Their perceptions of quality in the practice of teaching in special schools and research literature on the quality of teaching in both mainstream schools and special schools have shaped the development of the instrument. Thus, the instrument is based on the finding, that teaching methods in general and special education are not as different as assumed. This finding is reflected in the instrument. 相似文献
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This article deals with Rosette Niederer‐Kasthofer and Josephine Stadlin, two nineteenth century Swiss pedagogues, who have rarely been studied so far. Being followers of Pestalozzi, they tried, both in their own way, to establish a concept of girl's education, on the one hand putting forward female consciousness as the primer aim of education and instruction, on the other hand taking into account the contemporary religious ideas which were based on God's (and man's) predominance. The text looks at the lives and the ideas of Niederer‐ Kasthof er and Stadlin, placing them in their own time and in the historiography of Swiss education. References are made–as far as they exist–to women educational writers in other countries. The author also points out the necessity of a thoroughgoing, international “Rezeptionsgeschichte” of these pioneers of female education. 相似文献