Temporary coincidences. A conceptual framework for the (a)synchronicity of time structures in teaching-learning interaction

Author(s):

Kathrin Berdelmann

Conference:

ECER 2008

Network:

13. Philosophy of Education - Standard submissions

Format:

Paper

Session Information

13 SES 05B, Understanding Education - Reflective Practice.

Paper Session

Time:

2008-09-11

08:30-10:00

Room:

B3 336

Chair:

Leena Maria Kakkori

Contribution

This paper builds upon the preceding paper “Teaching as Synchronization. A conceptual analysis of time structures in Education” presented at ECER 2006 in Geneva. The qualitative research-study explores synchronization of different time structures that are both involved in and emerge out of teaching-learning processes. Aspects of time are assumed to be highly important for the interrelation of teaching and learning. The study is based on Prange`s (2005) theory of Operative Education (Operative Pädagogik), which - in reference to Husserl`s (1985) and Heidegger`s (2006) concepts of subjective time –states that the time of learning as Modaltime (“Modalzeit”) is defined by its character of including past and future abreast, whereas the time of teaching as Datatime (“Datenzeit”) has to be seen as consecutive. These times are characterized by opposed temporal movements which, as data have shown, oscillate between temporary synchronization and asynchronization. This process takes place in pedagogical interaction, which, according to Dewey`s theory of transaction (Dewey 1949/1991), can be considered as an emerging reality of itself during class. Thus a new time structure is constituted in the situation itself through the interaction of Modaltime and Datatime. This time is called the “time of teaching-learning-processes” (“Unterrichtszeit”). The paper will present outcomes of the research study, which contribute both to a general theory of the important role of time in education and to a philosophically grounded theory of the synchronization of time structures in teaching and learning.

Method

The project is designed as an explorative qualitative research study, based on Grounded-Theory Methodology (Corbin/Strauss 1996, Charmaz 2006), using interview- and video-data.

Expected Outcomes

Since the research-project is in its final phase, the results in terms of a differentiated theory of synchronization shall be presented at the congress. This theory specifies more precisely the importance of temporal aspects for the interrelation of teaching and learning.

References

Charmaz, K.: Constructing Grounded Theory. A practical Guide. London, Sage Publication, 2006 Corbin, J., Strauss, A.: Grounded Theory: Grundlagen qualitativer Sozialforschung. Beltz, 1995 Dewey, J.: Knowing and the Known. In Later Works vol. 16. Carbondale. University of Southern Illinois Press, 1949/1991 Heidegger,M.: Sein und Zeit. Tübingen, Max Niemeyer Verlag, 2006 Husserl, E.: Texte zur Phänomenologie des inneren Zeitbewußtseins (1893-1917). Hrsg. v. Rudolf Bernet. Meiner, Hamburg 1985 Prange, K.: Die Zeigestruktur der Erziehung. Grundriss der Operativen Pädagogik. Paderborn, Schöningh, 2005

Author Information

Kathrin Berdelmann

University of Education

Adult Education/ Continuing Education

Freiburg

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