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Denk- und Lernkulturen im wissenschaftlichen Diskurs / Cultures of Thinking and Learning in the Scientific Discourse

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von Beiträgen der XXI. Internationalen wissenschaftlichen Konferenz «Bildungsreform und Lehrerausbildung» zum Thema «Denk- und Lernkulturen im wissenschaftlichen Dialog». Im Fokus standen neue Bildungsstandards für die Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der wissenschaftlichen Forschung im Bildungs- und Erziehungsbereich sind Voraussetzung für die Bildung einer Identität, um den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht zu werden.

This volume presents a series of contributions from the XXIst International Scientific Conference on «The Reform of Education and Teacher’s Training» on the topic «Cultures of Thinking and Learning in the Scientific Dialogue». The articles consider new educational standards of Higher and Secondary Education. The acquisition of interactive competence in scientific research and the educational sector is a prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

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The Stoics and the Development of Empirical Genetic Pedagogy (Hayo Siemsen)

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Hayo Siemsen

The Stoics and the Development of Empirical Genetic Pedagogy

Abstract: Stoicism left its mark on Western culture. The most important idea of the Stoics, i.e. the one with the largest applicability and the largest effect, is their pedagogy. Today, this pedagogy – and the psychology it is based on – is known as Humanist. But it is much older and has close connections to Buddhism, partly because of the conquests of Alexander the Macedon. Stoicism and Buddhism are thus based on the same psychology and erkenntnis-­psychology, namely the empirical-­genetic philosophy.

This article traces the genetic origins of the empirical-­genetic approach and shows its application in pedagogy. The resulting pedagogy works exponential, i.e. it is much more effective and efficient than standard “Platonist” linear pedagogy. This in principle has been empirically known by many modern scholars, such as Beneke, Mach, Clifford, James, and the like. It is also central part of current neurophysiological research.

In the article, these diverse perspectives will be brought together in order to show the basic gestalt on which all of this is based, namely the idea of genesis/ evolution. Many gestalts/ concepts centrally used in science are developments from this. Unfortunately, the genetic origins have become unknown. They need to be made explicit again by genetic research and consistent with their basis. Thereby it will become possible to adapt modern ideas in very different new ways. Many of their seeming inconsistencies will disappear. Thus, modern...

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