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(Un)pädagogische Visionen für das 21. Jahrhundert / (Non-)Educational Visions for the 21st Century

Geistes- und sozialwissenschaftliche Entwürfe nach dem Ende der ‹großen› Menschheitsgeschichte / Humanities and Social Science Concepts after the End of the ‹Great› History of Mankind

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Edited By Gerd-Bodo von Carlsburg and Annette Miriam Stross

Sind Visionen Phantasievorstellungen, Einbildungen oder gar Trugbilder vergangener Zeiten? Oder ist Visionen, retro- wie auch prospektiv gesehen, ein Potential zu eigen, das Geistes- und Sozialwissenschaftler.innen in der Gegenwart nutzen können und sollten?

In diesem Band zeigen Wissenschaftlerinnen und Wissenschaftler aus Deutschland, Litauen, Estland, Polen, Schweden und China, dass die aktuellen Debatten in den Geistes- und Sozialwissenschaften zu Themen wie Ökologie, interreligiöser Dialog, Identitätsbildung, Gesundheitserziehung, digitale Partizipation, (Welt-)Frieden, Sakrotourismus, Kulturmanagement durch die Einbeziehung visionärer Perspektiven aus unterschiedlichen Disziplinen neu belebt werden können.

Are visions imaginations of fantasies and illusions or even hallucinations of past times? Or has a vision, in retrospect and in preview, a potential that humanists and social scientists can and should use in the present?

In this volume scientists from Germany, Lithuania, Estonia, Poland, Sweden and China show that current debates in the humanities and social sciences on topics such as ecology, interreligious dialogue, identity learning, health education, digital participation, (world) peace, sacrotourism, cultural management can be revitalized by including visionary perspectives from different scientific disciplines.

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What Pedagogical Practice in School Can Learn from Art-Based Leisure Education

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Anja Kraus

Abstract: The focus of this contribution is, with inclination to the European Continental research perspective, on pedagogical practice and ‘Bildung’. While today worldwide the cognitive resources necessary for reaching a wished learning output are regarded as forming the center of classroom education, such approach is set into brackets within leisure education. A case study shows that classroom education can, however, profit from pedagogical practice in art-based leisure education. Whereas in both learning contexts ´knowledge´ today is often reduced to the resources for successfully handling mainly practical tasks, i.e. competencies, the reduction of knowledge to competencies is handled controversially in arts education: on the one hand, competencies are welcomed as far as they refer to flexibility in thought and tactics/methods, and resemble artistic practices. On the other hand, insofar as art-based activities are ruled by the principles of the unforeseen and spontaneous, the norms of competent planning, enactment and social control are contested. In this contribution, pedagogical practice in art-based leisure education is identified as exposure of diversity in the accounts of the world and ‘ways of world-making,’ as well as productive transgression of preconceptions via person-related courage, conceptual flexibility and content-related creativity. Pedagogical practices turn out as scarcely governed by the wished learning output.

Keywords: Art-based pedagogical practice, conceptual flexibility, content-related creativity, ways of world-making, arts-based leisure education, curatorial turn.

The focus of this contribution is on pedagogical practice, more precisely on pedagogical practice in art-based leisure education, and here on...

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