Details
| Titel in Übersetzung | Conflict & Controversy in Citizenship Education – A Replica on Johannes Drerup |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 353-360 |
| Seitenumfang | 8 |
| Fachzeitschrift | Zeitschrift für praktische Philosophie |
| Jahrgang | 10 |
| Ausgabenummer | 1 |
| Publikationsstatus | Veröffentlicht - 2023 |
Abstract
In this article, the authors first comment on the orientation framework developed by Drerup and follow the author’s basic conclusions, but also point out gaps in his argumentation and present their on take on some of the relevant issues. The critical part of the article concentrates on the commentary of the guidelines for teaching practice for teachers, which were developed by Johannes Drerup as an aid for teachers to deal with controversial issues in the classroom. They critically discuss Drerup’s attempt to provide a more concrete formulation of the second principle of the Beutelsbach Consensus by indicating some of ressources the Consensus of Beutelsbach offers to avoid a position that defends a radically open controversy. The authors also argue against Drerup’s educational conception of democratic education and the prominent role that teachers are supposed to play in teaching controversial issues. As an alteernative to this conception, the authors defend a conception of subject-oriented education that focuses on the learners and their concepts and ideas rather than on the role of the teacher.
Schlagwörter
- Beutelsbach consensus, civic education, controversity, democratic school culture, subject orientation
ASJC Scopus Sachgebiete
- Geisteswissenschaftliche Fächer (insg.)
- Philosophie
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in: Zeitschrift für praktische Philosophie , Jahrgang 10, Nr. 1, 2023, S. 353-360.
Publikation: Beitrag in Fachzeitschrift › Artikel › Transfer
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TY - JOUR
T1 - Kontroversität in der politischen BIldung
T2 - Eine Replik auf Johannes Drerups Orientierungsrahmen für die Unterrichtspraxis
AU - Bechtel, Theresa
AU - Schrader, Arne
AU - Lange, Dirk
PY - 2023
Y1 - 2023
N2 - In this article, the authors first comment on the orientation framework developed by Drerup and follow the author’s basic conclusions, but also point out gaps in his argumentation and present their on take on some of the relevant issues. The critical part of the article concentrates on the commentary of the guidelines for teaching practice for teachers, which were developed by Johannes Drerup as an aid for teachers to deal with controversial issues in the classroom. They critically discuss Drerup’s attempt to provide a more concrete formulation of the second principle of the Beutelsbach Consensus by indicating some of ressources the Consensus of Beutelsbach offers to avoid a position that defends a radically open controversy. The authors also argue against Drerup’s educational conception of democratic education and the prominent role that teachers are supposed to play in teaching controversial issues. As an alteernative to this conception, the authors defend a conception of subject-oriented education that focuses on the learners and their concepts and ideas rather than on the role of the teacher.
AB - In this article, the authors first comment on the orientation framework developed by Drerup and follow the author’s basic conclusions, but also point out gaps in his argumentation and present their on take on some of the relevant issues. The critical part of the article concentrates on the commentary of the guidelines for teaching practice for teachers, which were developed by Johannes Drerup as an aid for teachers to deal with controversial issues in the classroom. They critically discuss Drerup’s attempt to provide a more concrete formulation of the second principle of the Beutelsbach Consensus by indicating some of ressources the Consensus of Beutelsbach offers to avoid a position that defends a radically open controversy. The authors also argue against Drerup’s educational conception of democratic education and the prominent role that teachers are supposed to play in teaching controversial issues. As an alteernative to this conception, the authors defend a conception of subject-oriented education that focuses on the learners and their concepts and ideas rather than on the role of the teacher.
KW - Beutelsbach consensus
KW - civic education
KW - controversity
KW - democratic school culture
KW - subject orientation
UR - http://www.scopus.com/inward/record.url?scp=85173520447&partnerID=8YFLogxK
U2 - 10.22613/zfpp/10.1.17
DO - 10.22613/zfpp/10.1.17
M3 - Artikel
VL - 10
SP - 353
EP - 360
JO - Zeitschrift für praktische Philosophie
JF - Zeitschrift für praktische Philosophie
IS - 1
ER -