Is there a pedagogy for a globalized world society which guarantees a successful school education? Research into this question seems topical and constructive against the background of the PISA-Studies and their results. The author examines the different paradigms of pre-modern pedagogy, the pedagogy of the secular Modern and the Post-Modern. Taking India as an example, the models of Tagore and Ghandi, current reform-projects in the south-west of the country and education and training-concepts of a society of people who understand themselves as global are investigated. In the conclusion, the author presents ten summarized theses on how education and training should gauge the effects of a global social change on their working conditions.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2006. 259 pp., 1 fig.
Contents: Globalized World Society, Civic Society – Global Education, Productive Learning, Civic Education, New Learning
– Pedagogy before the Secular Modern Age – Answers of the Modern School of Thinking – Freinet, Freire, Montessori, Wygotski,
Piaget, Bernstein, Illich – The Construction of Knowledge in the Post-Modern Age – Maturana, Constructivistic Didactic Approaches
– The Indian National Curriculum from Ghandi to Jomtien.