Pädagogische Begleitung: Handlungsform und Systemmerkmal |
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| Authors: | Dieter Nittel Nikolaus Meyer |
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| Institution: | 1.Fachbereich Erziehungswissenschaften,Goethe-Universit?t Frankfurt am Main,Frankfurt am Main,Deutschland;2.IUBH University of Applied Sciences,Frankfurt am Main,Deutschland |
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| Abstract: | This contribution aims to lay down the theoretical potential of accompaniment as a phenomenon and developing this point further from a pedagogical perspective. The core assumption is that accompaniment represents both a pedagogically relevant phenomenon of action as well as an essential characteristic of the system. In this sense, accompaniment can be understood as creating a possibility for looking at phenomena of education on a micro and a macro level. Thus, the assumption follows that a central signature of the social system – namely that of inclusion – has already been incorporated by the pedagogically organized system of lifelong learning a long time ago. This finding has far-reaching consequences for levelling the hierarchy between different layers of the education and learning systems. |
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