Session Information
Paper Session
Contribution
An essential form for understanding world-building through teaching is the figure of thought of the so-called "didactic triangle" (the learning triangle) by Heimann (1947), which is based on Herbart's "educational theory" ("Erziehungslehre"; 1814). According to Heimann (1947), the didactic triangle creates the pedagogical situation, which is shaped in particular by the "interpersonal encounter". This phenomenon can be described as a "primal phenomenon" as well as a phenomenon of interaction and communication and whereby learning is fundamentally based on the "interpersonal relationship". Herbart's (1814) approach, however, is theoretically more profound and also highly relevant to practice: "I require of the educator above all that he orients himself most carefully in this distinction, and practise relating all teaching and learning to it. Whoever does not do this may be an excellent empiricist, but in my eyes he is not a theoretician".
The objective of this presentation is therefore to theoretically ground the didactic triangle through different theories of sign theory in order to be able to point out new insights that result from the triadic structure. This presentation therefore attempts to open up broad range of theoretical perspectives, hence the paper combines the didactic triangle in particular with the sign theory of Bühler (1918, 1926, 1934), Cassirer (1923, 1925, 1929) and Peirce (1873, 1903, 1988) in order to open up new, different insights into pedagogy, and in particular to look at the relevance of relationship and attachment (Bowlby, 1969, 1973, 1980).
Different emphases and colourings of learning and being-in-relationship can thus be shown, enabling a broad spectrum and diversity of practices. The didactic triangle experiences a new depth of diversity through the phenomenological foundation. This variety of possibilities of learning can be connected with theories and models of communication and interaction (Wiesner, 2023b), with attachment theory (Gebauer & Wiesner, 2022; Wiesner & Gebauer, 2022, 2023) also with traditional learning theories, based on different forms of sign theory.
The research questions are based on what the didactic triangle provides and brings to pedagogy, but also how this triadic structure changes by incorporating new, different foundations and how the pedagogical relevance can thus be increased and deepened. At the same time, many connections with psychoanalytic, integrative and psychodynamic pedagogy and psychotherapy can be shown (Wiesner, 2023a). This also creates links to the concepts of being a guiding role model, being a directive role model or being an ideal role model (Bittner, 1964).
The theoretical framework thus draws on the theoretical differentiation of the didactic triangle by Herbart (1814), Heimann (1947), Gruschka (2002), Zierer (2022) and substantiates the triadic structures structurally-phenomenologically through various sign-theoretical foundations by Bühler, Cassirer and Peirce. The Vienna School of Gestalt Perception by Bühler (1912, 1926, 1934), Brunswik (1929, 1934, 1947) and Popper (1928) is also an important source for making the results and findings clearly visible in the sense of Arnheim's visual thinking (1969).
Method
The presentation follows the structural-phenomenological method, such a procedure is characterised with reference to Fink (1957) and Loch (1983) and determined by the systematic exploration of different forms (description of phenomena), in the process it is not the information or the meaning in modes of expression that is "interpreted" (Loch, 1983), but "the meaning 'inserted' in the first place" so that the phenomena become comprehensible and understandable. Thus, it is not about an "interpretation of interpretation" (Fink, 1957) as in hermeneutics, i.e. the interpretation and interpretation of meaning, but about the "insertion (introjection or attribution)" (Loch, 1983a) and the character of "ascription": "Scientific insight is, as such, insight from the reason (as basement and foundation). To recognise the reason for something is to recognise the necessity of it behaving in such and such a way" (Husserl, 1900). Structural phenomenology "tries to work its way into the inner structure of things" (Rombach, 1994) in order to show new, different theoretical views or new perspectives and points of view from the known and familiar. The focus is on finding "constant structures" (Danner, 2006) across theories and models and through multiple variations. According to Rombach (1994), the special "approach of structural phenomenology" is when "it succeeds" in capturing structures that "underlie" one or more theoretical worldviews as well as life: Basic configurations of structures "can confirm and reinforce each other [... as well as] imitate, perhaps [vividly evident via shape perception] even repeat". At the same time, phenomenology as a theory, method and "doctrine of phenomena" (Loch, 1983) also pays attention to the human being "who relates to the world in an acting and suffering, feeling and sensing, perceiving and thinking, creating and consuming way" and thus shows the "multiplicity" and "diversity" which - in order to gain form and meaning - must in turn be expressed, represented and symbolised (Cassirer, 1942; Rombach, 1980). The method thus has similarities with the morphology and anatomy, which are dealing with the study of the form and structure of theories and models. This presentation is based on the structural-phenomenological method and analyses models and theories in terms of facts and contents in order to gain new, different insights into existing theoretical entities. For this purpose, various already published papers are consulted and re-analysed as well as theoretical connections in the sense of structural phenomenology are used as sources.
Expected Outcomes
The presentation can show on several levels and perspectives that the didactic triangle can be connected with different pedagogical theories by means of sign-theoretical approaches. This opens up new, different insights into pedagogical topics, but also into the relevance of relationship and attachment for and in pedagogical processes and situations. Many results are based on Gestalt perception, which is useful for the structural-phenomenological method and theory and with which many insights can be gained. However, this method needs direct showing to enable visual thinking. Therefore, the presentation shows both insights into the didactic triangle as a foundation of the pedagogical, at the same time the structural-phenomenological method can be shown through the approach. The deepening insights into the didactic triangle trough diverse theoretical foundations and the possible connections with exceedingly different pedagogical concepts and theories is the objective of the entire contribution as a conclusion.
References
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