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Constructing Reality / Realität konstruierend

Festschrift in Honor of Prof. Dr. Friedrich Wallner in Celebration of his 70 th Birthday / Festschrift für Prof. Dr. Friedrich Wallner zu Ehren seines 70. Geburtstages

Edited By Nicole Holzenthal

This collection of essays assumes the main thesis of Constructive Realism: reality is created. In this volume, it is constructed by authors from various scientific disciplines and very different cultures. The Festschrift is dedicated to the founder of this philosophical approach, Professor Dr. Friedrich Wallner (University of Vienna), in celebration of his 70 th birthday.
Dieser Sammelband geht von der Hauptthese des Konstruktiven Realismus aus – wir konstruieren Realität. Hier wird sie von Autoren aus verschiedenen wissenschaftlichen Disziplinen und sehr unterschiedlichen Kulturen aufgebaut. Dem Gründer des philosophischen Ansatzes Professor Dr. Friedrich Wallner (Universität Wien) ist diese Festschrift anlässlich seines 70. Geburtstags gewidmet.


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Educational Situations, Educational Research and the Reflective Practitioner About Wallner (Karl Klement)


(Karl Klement) Educational Situations, Educational Research and the Reflective Practitioner. About Wallner “A man who lives his own ideas seldom can be found…” Fritz Wallner is the living example of an academic showing & performing his own theory – the Construc- tive Realism (CR). Wherever he appears–in every single area–he is the one who uses familiar forms in an unfamiliar ways: he became the master of estrangement effects. Unfortunately his surrounding does not always realize the educational attitude of these effects, and often answers with a lack of understandig. So Fritz Wallner as an educator polarizes and provokes, but he always forces to reflect by creating educational situations. On the other hand, he is a meticulous observer in which way “practice answers” to his estrangement effects, and he exercises “reflec- tion on action” in a very strict way. So he explains how professionals make sense of the world they inhabit by showing that educators and teachers as well learn from the act of reflection itself. He argues that thinking about one’s own work results in improvements to practice ( the “Reflective Practicioner”). About educational situations Whatever may be the task of philosophers of education, the typical task of the teacher is a practical one: that is, he is constantly preoccupied with what to do in a situation requiring him to do something. This does not at all mean that thinking and reflecting is a less important part of his business, for, as the old controversy aroused by pragmatism showed, theory is...

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