Edited By Gerd-Bodo von Carlsburg
Dieser Band dokumentiert eine Reihe von ausgewählten Beiträgen der XXII. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema »Transkulturelle Perspektiven in der Bildung«, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen und der Vilnenser Akademie für Bildungswissenschaften der Vytautas Magnus Universität in Kaunas (VDU) gemeinsam konzipiert und veranstaltet wurden. Im Fokus standen der Diskurs kulturwissenschaftlicher Bildungsforschung und der Austausch von Beispielen transkultureller pädagogischer Praxis in der Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der kulturwissenschaftlichen Forschung ist Voraussetzung für die Bildung einer Identität, die den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht wird.
This volume presents a series of selected contributions from the XXIInd International Scientific Conference on The Reform of Education and Teacher’s Training dealing with the topic »Transcultural Perspectives in Education«, which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania together with the Vilnius Academy of Educational Science at Vytautas-Magnus-University in Kaunas (VDU). The focus of attention was the discourse on research in cultural studies and the exchange of examples of transcultural pedagogical practice in Higher and Secondary Education. The acquisition of interactive competencies in cultural research is a prerequisite for the formation of identity in order to meet the challenges our society will be facing in the coming decade.
Anja Kraus: A Pedagogy of Cultural Awareness
A Pedagogy of Cultural Awareness
A Phenomenological Approach to Knowledge and Learning
Abstract: The need to grasp constant personal change forms the core of pedagogy. During adolescence personality is in continuous development: the significance of life situations and environments constantly changes; experiences and background knowledge are featured in new discontinuous ways; and personal abilities, subjective motivations and learning goals alter noticeably. Personality development is shaped by the interaction with cultural difference. Cultural awareness not only concerns relating and comparing abstract contents of one’s own cultural environment to other such environments, but foremost to understand oneself in foreign terms. Subjective and specific factors play a central role in this developmental process. The very task of pedagogy is to accompany, to grasp, and to bring about personal changes. How can pedagogical progress in terms of a personality development be understood as knowledge-based? This contribution argues against the positivistic view of knowledge and knowledge acquisition that currently predominates. Moreover, it argues that subjective and particular factors in pedagogy can be best understood as tacit knowledge. From this backdrop, it reframes some of pedagogy’s conceptual references. In the interest of intellectual rigor, this reframing is achieved utilizing the body-phenomenological perspective on learning.
Keywords: Personality developmentpersonal abilitiestacit knowledge
We usually speak of knowledge as both fixed, widely-accepted and attestable facts and information, and as awareness and familiarity gained by experience. In the English language, knowledge is also and equivalently understood as knowing: The gerund knowing means proving a hypothesis, perceiving...
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