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Learning Scenarios for Social and Cultural Change

«Bildung» through Academic Teaching


Edited By Lara Rodríguez Sieweke

The anthology departs from the fundamental idea that the university is deeply connected to the ideal of «Bildung» and to democratic values. If the university should serve as an open space to develop democracy and to meet today’s social, cultural and ecological challenges, then one has to take into account the different disciplines’ approaches to education. Thus, the featured proposals on school and university education come from diverse research fields such as general education, media education, art and aesthetic education, philosophy, ethnology, sociology, performance art and gender.

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Reflection and Attention: Considerations on The Importance of Perception in the Contexts of Pedagogical Reflection in Art Education (Katja Böhme)


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Katja Böhme

Reflection and Attention: Considerations on The Importance of Perception in the Contexts of Pedagogical Reflection in Art Education

Abstract: The reflection on pedagogical situations is currently an important part of teacher education. With the implementation of the so-called “practical semester” (in Germany), the question of reflection is attracting more and more interest. During their six months of practical observation in a school, prospective teachers are required to approach pedagogical practice with a scientific attitude. The current debate about specific forms of reflection is thereby characterized by an understanding of reflection based primarily on terms such as measurability, overview knowledge, identification, and classification. By mainly following the paradigms of natural sciences and social research, one can observe a systematic marginalization of the reflective potential of individual and aesthetic perception. The unexpected, the non-visible, and the unavailable dimensions of pedagogical practice do not come into focus. From the perspective of educational philosophy and art education, the current understanding of reflection does not correspond with the main parameters of pedagogical practice, nor to particular aesthetic experiences. Pedagogical situations in art education seem to be an especially fruitful research field for posing the question of how students can reflect on unpredictability and singularity as constitutive dimensions of pedagogical practice. After giving an outline of the current understanding of reflection, in this article I will discuss attention and perception from a phenomenological point of view, viewing these concepts not only as methodical questions for...

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