Framework and Example of a Definite "Inhaltsdidaktik"

dc.creator	Hans Christoph Berg
dc.date	2004-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:40:35Z
dc.date.available	2015-08-12T11:40:35Z
dc.identifier	1611-9665
dc.identifier	1618-5293
dc.identifier	https://doaj.org/article/7f14c4f96603437f90f4aa2b03b644da
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31479
dc.description	According to our experience, didactics as integration of method, subject (syllabi or curricula), and organisation of teaching on the one hand and of theory of education and formation (Bildung) on the other hand is most likely to succeed by concentrating on the composition of Lehrstücke in a case-work manner, which mean not only construction but also composition of the regular teaching units of 10-25 lessons. These regular teaching units are usually thematically, methodologically, and organisationally coherent and now they are developed and composed in three plus one steps: Firstly, the Lehrkunstdidaktik selects only teaching units concerning culturally and educationally as well as personally central subjects, i. e. epochally important humane subjects. Secondly, the Lehrkunstdidaktik composes these teaching units according to, what Lehrkunst calls, the "triad of exemplary-genetical-dramaturgical method". Thirdly, the organisation of teaching orients itself towards culturally authentic learning places, learning times and learning forms. Finally fourthly: all subjects, methods and organisations of teaching have to account for the claims of the theory of education and formation (Bildung). Thus they have to stand the question whether such a teaching unit really has succeeded in combining the free development of the personality with a deep understanding of the world. Only then the teaching unit has become a Lehrstück. In the designing of teaching units to Lehrstücke more than thirty Lehrstücke have arisen on the traces of Wagenschein within the last twenty years. In this process the working manner of the Kollegiale Lehrkunstwerkstatt, a collegial working group of teachers, has proven fine. The same goes for the compositional product of casuistic, enlightened subjective teaching reports, nearly "novels of education" as well as for an overall orientation of didactics not only to the sciences, but also to the arts, thus Lehrkunstdidaktik. In a lexicon of theatre plays there are many hundred works described; we are dreaming of a little lexicon of Lehrstücke. Lately the perspective has arisen that the teaching of Lehrstücke, Lehrstückunterricht, can offer a contribution to the educational teaching development.
dc.language	English
dc.language	German
dc.publisher	Bielefeld University
dc.relation	https://doaj.org/toc/1611-9665
dc.relation	https://doaj.org/toc/1618-5293
dc.source	Journal of Social Science Education, Vol 3, Iss 1 (2004)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.title	Framework and Example of a Definite "Inhaltsdidaktik"
dc.type	article