Session Information
27 SES 03 A, Comparing, Combining and Fostering Conceptual Frameworks in Didactics (Part 2)
Symposium continued from 27 SES 02 A
Contribution
The presentation addresses knowledge transfer and knowledge transformation in international educational research. We take the reception of g Klafki's concept of "Didaktik" by Russian didacticians as our example. Klafki has been the dominant figure in didactics in the Federal Republic of Germany. His contributions relate to the general theory of Bildung, to Didaktik in the narrower sense of advice for teaching, and to school organization and development. Klafki took General Didactics to be the central educational discipline for pre- and in-service teachers (cf. Meyer/Meyer 2007). His 1958 booklet on “Didactical Analysis as Core of Preparation of Instruction” (Klafki 2000) has been used in teacher education for decades. Klafki invites teachers to analyse content with respect to its educational substance (“Bildungsgehalt”), and he finds substance in content which is at the same time concrete and general (elementary, exemplary) thus allowing students to develop categorical competence. Klafki’s conception has been discussed internationally. However, this reception is small in comparison to the discourse he has aroused in the German speaking countries (Westbury, Hopmann, Riquarts, 2000; Meyer/Meyer forthcoming). We have to realize that Klafki’s didactics plays further on its role in Germany and beyond, the current educational discourse in philosophy of education however focuses on “Bildung” as transformation (Koller 2012). The second part of our presentation focuses on the reception of Klafki’s didactics in the Russian Federation (Rakhkochkine 2011). The analysis can show an increasing interest in Klafki’s work and a more differentiated and less ideological reception than it had been the case in Soviet time (Pisareva 2003, Surina 2014). Klafki’s ideas function as reference both for the foundation of didactics as an academic discipline and for the development of concepts of teaching and learning in different subject areas. The development allows a paradox finding: While in Germany the interest in “Bildung” as transformation has pushed back the interest in Klafki’s categorical “Bildung”, the interest is increasing in the Russian Federation. Thus the transfer leaves Klafki’s work un-transformed, but this is exactly what produces the difference to the present-day German situation. One explanation for the development may be Klafki’s content orientation as a welcome addition to the Russian focus on the teacher’s role.
References
Klafki W. (2000): Didaktik Analysis as the Core of Preparation of Instruction. In: Westbury, I., Hopmann, S. & Riquarts, K. (eds): Teaching as a Reflective Practice: The German Didaktik tradition. Mahwah: Lawrence Erlbaum Associates.197–206. Koller, Hans-Christoph. (2012): Bildung anders denken. Einführung in die Theorie transformatorischer Bildungsprozesse. Stuttgart: Kohlhammer. Meyer M. A. / Meyer, H. (2007): Wolfgang Klafki. Eine Didaktik für das 21. Jahrhundert? Weinheim: Beltz. Meyer, H./Meyer, M.A. (forthcoming): Zur internationalen Rezeption der Veröffentlichungen Wolfgang Klafkis. In: Annen Köker und Jan C. Störtländer (eds.): Zur Relevanz von Bildungstheorie und kritisch-konstruktiver Didaktik für die Professionalität von LehrerInnen – Bilanz der Impule des Erziehungswissenschaftlers Wolfgang Klafki. Beltz Juventa. Pisareva L. I. (2003): Didaktičeskie issledovanija v FRG. In: Pedagogika, 8, 96-101. Rakhkochkine, A. (2011): Didactics in Russia: National Traditions and International Influences. In: Hudson, B./Meyer, M. A. (eds.): Beyond Fragmentation: Didactics, Learning and Teaching. Opladen and Farmington Hills: Barbara Budrich Publishers, 338-352. Surina V. V.. (2014): Pedagogičeskie idei V. Klafki i ih vliânie na razvitie nemeckoj pedagogiki. Volgograd. Westbury, I., Hopmann, S., and Riquarts, K. (2000): Teaching as a Reflective Practice. The German Didaktik Tradition. Lawrence Earlbaum Associates, Mahwah, New Jersey.
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