Samenvattingen van de artikelen
van
Pedagogische taken van het
onderwijs
PABA A109
2020-2021
Inhoudsopgave
Algemeen pedagogische grondbegrippen van de cultuurpedagogiek..........................................................4
De historisch-maatschappelijke context; de kwestie van gelijkheid, aanleg en milieu.............................4
Het kunnen leren......................................................................................................................................5
Menselijk handelen..................................................................................................................................5
Uitdagen tot zelf handelen.......................................................................................................................6
Regulatieve principes van pedagogisch denken en handelen...................................................................7
Persoonsvorming in het onderwijs: over vorming-van-personen en vorming-tot-persoon-willen-zijn........8
Inleiding: aandacht voor persoonsvorming..............................................................................................8
Subjectiverend onderwijs.........................................................................................................................8
Tot slot: Leraren, hun opleiding en hun opleiders....................................................................................8
Tijd voor pedagogiek: over de pedagogische paragraaf in onderwijs, opleiding en vorming.....................10
Pedagogiek, een betrokken handelingswetenschap...............................................................................10
Wat er op het spel staat: Volwassenen in de wereld willen zijn.............................................................10
Subjectiverend onderwijs: Het curriculum op zijn kop...........................................................................11
Pedagogiek, innerlijkheid en humaniteit................................................................................................12
De noodzaak van Bildung in het onderwijs.................................................................................................13
modellen voor een goed leven...............................................................................................................13
De mens komt centraal..........................................................................................................................13
Je vormt jezelf........................................................................................................................................14
Gids.........................................................................................................................................................14
,Discipline and punish: the birth of the prison.............................................................................................16
Should we teach homosexuality as a controversial issue?.........................................................................17
The criterion of controversiality.............................................................................................................17
Is homosexuality morally controversial?................................................................................................18
Note........................................................................................................................................................20
Deschooling Society....................................................................................................................................21
Chapter.1 Why must desestablish school...............................................................................................21
Je moet op dat moment reageren en je weet nooit of je het juiste doet: Pedagogiek in het middelbaar
beroepsonderwijs.......................................................................................................................................24
Samenvatting..........................................................................................................................................24
Een fenomenologisch (= de leer van verschijnselen) georiënteerd onderzoek......................................24
Het onderzoek: van fenomenologie naar hermeneutiek........................................................................25
Een netwerk van pedagogische thema’s................................................................................................25
Zes cruciale pedagogische thema’s........................................................................................................25
Emile, or Education.....................................................................................................................................27
Book III (p.118-134, einde dialoog).........................................................................................................27
Towards education without the state; the learning society and the market..............................................29
Towards the learning society..................................................................................................................29
The lifelong individual fund for education (LIFE)....................................................................................29
Some examples.......................................................................................................................................30
QUESTIONING PARTICIPATION AND SOLIDARITY AS GOALS OF CITIZENSHIP EDUCATION.........................32
Abstract..................................................................................................................................................32
Autonomy and Open-Mindedness..........................................................................................................32
Social engineering...................................................................................................................................33
Non-Participative Citizenship..................................................................................................................33
Doing Justice to Diversity........................................................................................................................34
Service Learing........................................................................................................................................35
Political Efficacy......................................................................................................................................35
Voting.....................................................................................................................................................35
Weten wat te doen wanneer je niet weet wat te doen..............................................................................37
Inleiding..................................................................................................................................................37
Daniel I: “Ja, ik heb beet”, denkt de lerares............................................................................................37
Daniel II: “Binnen tien minuten begon Daniel een treitercampagne”....................................................37
,
van
Pedagogische taken van het
onderwijs
PABA A109
2020-2021
Inhoudsopgave
Algemeen pedagogische grondbegrippen van de cultuurpedagogiek..........................................................4
De historisch-maatschappelijke context; de kwestie van gelijkheid, aanleg en milieu.............................4
Het kunnen leren......................................................................................................................................5
Menselijk handelen..................................................................................................................................5
Uitdagen tot zelf handelen.......................................................................................................................6
Regulatieve principes van pedagogisch denken en handelen...................................................................7
Persoonsvorming in het onderwijs: over vorming-van-personen en vorming-tot-persoon-willen-zijn........8
Inleiding: aandacht voor persoonsvorming..............................................................................................8
Subjectiverend onderwijs.........................................................................................................................8
Tot slot: Leraren, hun opleiding en hun opleiders....................................................................................8
Tijd voor pedagogiek: over de pedagogische paragraaf in onderwijs, opleiding en vorming.....................10
Pedagogiek, een betrokken handelingswetenschap...............................................................................10
Wat er op het spel staat: Volwassenen in de wereld willen zijn.............................................................10
Subjectiverend onderwijs: Het curriculum op zijn kop...........................................................................11
Pedagogiek, innerlijkheid en humaniteit................................................................................................12
De noodzaak van Bildung in het onderwijs.................................................................................................13
modellen voor een goed leven...............................................................................................................13
De mens komt centraal..........................................................................................................................13
Je vormt jezelf........................................................................................................................................14
Gids.........................................................................................................................................................14
,Discipline and punish: the birth of the prison.............................................................................................16
Should we teach homosexuality as a controversial issue?.........................................................................17
The criterion of controversiality.............................................................................................................17
Is homosexuality morally controversial?................................................................................................18
Note........................................................................................................................................................20
Deschooling Society....................................................................................................................................21
Chapter.1 Why must desestablish school...............................................................................................21
Je moet op dat moment reageren en je weet nooit of je het juiste doet: Pedagogiek in het middelbaar
beroepsonderwijs.......................................................................................................................................24
Samenvatting..........................................................................................................................................24
Een fenomenologisch (= de leer van verschijnselen) georiënteerd onderzoek......................................24
Het onderzoek: van fenomenologie naar hermeneutiek........................................................................25
Een netwerk van pedagogische thema’s................................................................................................25
Zes cruciale pedagogische thema’s........................................................................................................25
Emile, or Education.....................................................................................................................................27
Book III (p.118-134, einde dialoog).........................................................................................................27
Towards education without the state; the learning society and the market..............................................29
Towards the learning society..................................................................................................................29
The lifelong individual fund for education (LIFE)....................................................................................29
Some examples.......................................................................................................................................30
QUESTIONING PARTICIPATION AND SOLIDARITY AS GOALS OF CITIZENSHIP EDUCATION.........................32
Abstract..................................................................................................................................................32
Autonomy and Open-Mindedness..........................................................................................................32
Social engineering...................................................................................................................................33
Non-Participative Citizenship..................................................................................................................33
Doing Justice to Diversity........................................................................................................................34
Service Learing........................................................................................................................................35
Political Efficacy......................................................................................................................................35
Voting.....................................................................................................................................................35
Weten wat te doen wanneer je niet weet wat te doen..............................................................................37
Inleiding..................................................................................................................................................37
Daniel I: “Ja, ik heb beet”, denkt de lerares............................................................................................37
Daniel II: “Binnen tien minuten begon Daniel een treitercampagne”....................................................37
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