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

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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 Problem of Continuity in the History of Estonian Pedagogical Thought (Airi Liimets / Reet Liimets)

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Airi Liimets, Reet Liimets

The Problem of Continuity in the History of Estonian Pedagogical Thought

From Early-20th-­Century Republic of Estonia to the Soviet Period and Today

Abstract: The aim of the authors is to answer the question whether the Soviet period (1944–1991) should be considered an interruption in the history of Estonian pedagogical thought or whether we can speak about the continuity of scholarly ideas from the early-20th-­century Republic of Estonia (1918–1940) to the Soviet period and today. The problem of the continuity of pedagogical thought is here studied primarily through the ideas of two scholars who created their own schools of thought – Johannes Käis from the beginning of the 20th century and Heino Liimets from the Soviet period. The analysis of their texts has allowed us to reconstruct the category systems used in the scholarly work of Käis and Liimets and we seek to identify their similarities and differences. The core notion of Käis’ didactics is self-­activity (Selbsttätigkeit); the core notion of Liimets’ integral didactics is lifestyle as a developmental-­psychological, sociological and pedagogical category. Articles published in 1954–1983 in the Estonian monthly magazine “Nõukogude Kool” (Soviet School) reveal Käis’ influence on the pedagogical thinking of the Soviet period in an explicit (if Käis has been cited) or implicit (when there are no quotations, but associations between the ideas are clear and sometimes they are cited verbatim) form. The article...

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