In der Reihe „European Studies in Process Thought“ ist bei Cambridge Scholar Publishing soeben der Band Education from a Whiteheadian Point of View: Process, Rhythm, and Poiesis erschienen.

 

Darin enthalten ist ein Artikel von mir mit dem Titel Teaching Teachers the Whiteheadian Ways: A Practical Approach to Self-Initiated Paradigm Adjustment.

 

 

 

Der Artikel basiert auf einem Vortrag, den ich 2016 auf der 4th European Summer School in Process Thought in Sofia, Bulgarien, gehalten habe, sowie meiner diesjährig zehn Jahre währenden Erfahrung im Bereich Lehrerbildung und der Anwendung der whiteheadianischen Prozessphilosophie. Er untersucht die paradigmatischen Hürden, die Lehrer heutzutage überwinden müssen, um einen schülerzentrierten, rhythmischen Bildungsansatz gerecht zu werden. Hierfür verknüpfe ich theoretische Quellen, vornehmlich die Bildungsansätze Whiteheads, Werkzeuge aus der Kommunikationspsychologie und Bildung für Nachhaltige Entwicklung, wie auch praktische Beispiele aus einem Jahrzehnt Lehrerbildung. Der Artikel zeigt auf, dass viele Lehrer heutzutage weniger in einer Krise der Methodik oder Begeisterung für guten Unterricht stecken, sondern vielmehr tief verwurzelte Haltungen gegenüber der eigenen Rolle und der der Schüler*innen das erwünschte Handeln sabotieren und liefert Ansätze zu deren Überwindung.

 

 

Abstract (englisch):

This essay examines ways of overcoming the paradigmatic obstacles which prevent teachers from developing a organismic, process-relational teaching style. Its author has been training teachers of all areas of expertise in how to do philosophy with their students for many years. In these trainings the teachers learn to trigger curiosity in the students for the big questions of life, moderate their discussions and guide them to a practical implementation of their findings. The approach shows remarkable similarities to Whitehead’s philosophy in terms of the underlying anthropology, epistemology, and the rhythmic understanding of the learning process. Based on his experience in mentoring teachers to develop a so called philosophical attitude, the author has extracted four ideas or tools which can be applied in other educational fields and are intended to aid teachers in refining their teaching style. The first tool is the conscious use of mental stillness or silence as fertile soil for romanticism. Secondly, it elaborates the necessity of wonder and contemplation within the educational setting and illustrates its catalytic effect with the example of philosophical inquiry in the field of Education for Sustainable Development. Thirdly it introduces a tool by the German communication psychologist Friedemann Schulz von Thun and illustrates its use for visualizing the dipolar structure of our experience, learning processes and lastly reality itself. Finally it suggests to teach teachers moderation skill for group discussions in order to practice abstinence of their own solutions and develop a sensitivity for the shifting qualities within a learning cycle.

 

Klappentext des Buches (englisch):

The basic aims of contemporary thinking in education are to cultivate a proper comprehension of the meaning and purpose of education and the role of the teacher, and to develop adequate theoretical and methodological frameworks that combine some of the positive sides of the leading theories, while avoiding their disadvantages. Toward these ends, one excellent candidate for consideration is Alfred North Whitehead’s (1861-1947) process-relational philosophy of education, as set forth in The Aims of Education (1929) and elsewhere. The contributors to this volume analyze Whitehead’s philosophy of education in a detailed and critical fashion, including inquiring into the development of cycle-based approaches to education, like Whitehead’s, in intellectual history as well as its potential objective bases. They also demonstrate how this relates to, and can be integrated with, other leading theories of education and contemporary pedagogical thinking, and identify avenues for its positive, practical application in schooling across the globe as well as in scientific research. The book further critically evaluates current educational practices and the organization of educational institutions in this light and the effectiveness of teaching strategies that are founded upon some of its principles, while also exploring the ramifications of its selection and application in education for society in general, as well as for our common civilizational aspirations, including humanity’s addressing of global problems, such as the ecological crisis. In addition, the volume also serves to lay some of the groundwork for its potential further development.

 

Allgemeine Informationen

  • Herausgeber : Cambridge Scholars Publishing; Unabridged edition (1. Juni 2019)
  • Sprache : Englisch
  • Gebundene Ausgabe : 472 Seiten
  • ISBN-10 : 1527531481
  • ISBN-13 : 978-1527531482
  • Abmessungen : 14.99 x 3.05 x 20.83 cm

 

Inhaltsverzeichnis und Einführung der Herausheber Vesselin Petrov und Adam C. Scarfe: Hier Klicken

Dieses Buch bei Cambridge Scholar Publishing: Hier Klicken