1937379
Description
Mind Map by Nayelli Morales, updated more than 1 year ago
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Created by Nayelli Morales
about 9 years ago
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The development of didactic pedagogical thinking over the past 50 years
- First phase
- From the establishment of the
Department of Education (1912-1937)
- According to Cronje
- Teaching was seen as the accumulation
of knowledge without it really
contributing to a child's education.
- The idea of material forming was very
prominent.
- School important principles of
teaching had not been arrived at.
- Teaching was seen as the accumulation
of knowledge without it really
contributing to a child's education.
- Knowledge was very
encyclopedic and it was based
mainly on the British and
American literature.
- J. J. N. Kruger in his study of teaching
environmental geography
- "The what and why of such teaching are
at the moment more important than the
how..."
- "The what and why of such teaching are
at the moment more important than the
how..."
- Didactic is hardly mentioned in the researches.
- Research of J. F. E. Havinga
- He gradually would prescribe methods that
simultaneously make teaching history interesting and
successful.
- There is a greater emphasis on
the didactic, still there is no
indication of a didactic structure.
- He gradually would prescribe methods that
simultaneously make teaching history interesting and
successful.
- From the establishment of the
Department of Education (1912-1937)
- Second phase
- Establishment of the Faculty of Education (1937-1960's)
- Didactics and the General History Education
- Didactics and the General History Education
- B. F. Nael (head of the Department of Educational
Psychology and Sociology)
- His ideal was to extend to the faculty the Wurzburg Shool of the
Psychology of Thought and its didactic application by the Amsterdam
school of Kohnstamm.
- His ideal was to extend to the faculty the Wurzburg Shool of the
Psychology of Thought and its didactic application by the Amsterdam
school of Kohnstamm.
- Oswald Kulpe
- The psychology of thought
- In contrast to the association psychology of Locke and
the presentation theory of Herbart, the essentials of
thinking indeed are imageless.
- Conscious activity
- Thought is actualized by a determining tendency that springs from the
thinking task.
- In contrast to the association psychology of Locke and
the presentation theory of Herbart, the essentials of
thinking indeed are imageless.
- The psychology of thought
- Cologne School
- Three levels of consciousness
- Concrete-visual (individual images),
Schematic (ideas), Abstract level
(concepts) of thinking.
- Concrete-visual (individual images),
Schematic (ideas), Abstract level
(concepts) of thinking.
- Three levels of consciousness
- Mannheim School - Otto Selz
- Emphasized that thinking is
teleological and goal-directed and is
propelled and directed by the task.
- Emphasized that thinking is
teleological and goal-directed and is
propelled and directed by the task.
- Kohnstamm
- In agreement with the psychology of
thinking, he viewed thinking as a central
didactic problem.
- By presenting methods of solution
a child can learn to elevate his
achievement scores.
- In agreement with the psychology of
thinking, he viewed thinking as a central
didactic problem.
- Cronje
- The school educates an
independent,
responsible personality.
- The school strives for harmonious development.
- The school stimulates a
child to self-activity.
- The school and its activities
are more linked up with life
itself.
- Intellectual educability is
recognized.
- The school educates an
independent,
responsible personality.
- Jonges
- Doubts there
was really an
accountable
didactics at this
time because the
accountability
was placed in
psychology.
- Doubts there
was really an
accountable
didactics at this
time because the
accountability
was placed in
psychology.
- Establishment of the Faculty of Education (1937-1960's)
- Third phase
- Begins with the appointmet of Prof. F. van der Stoep as
head of the Department of Didactics and History of
Education (1960's)
- Stoep identified the immediate problem of
didactics as being ensnared in the grip of
traditionalism.
- German formative
theory
- "Forming"
- On the one hand, it refers to an inner change
that occurs in a person on the basis of a power
emanating from the learning content
- On the other hand, forming refers to an inner
change in disposition that becomes evident in
the ways a person participates in life and reality.
- On the one hand, it refers to an inner change
that occurs in a person on the basis of a power
emanating from the learning content
- "Forming"
- Stoep
- First searched for
the original
fundamental
structure of teaching
than can be pointed
to as a universal
phenomenon.
- In order to disclose the original structure of
teaching it is required that the thinker
proceed from the fact that persons are
always involved with structures of reality.
- First searched for
the original
fundamental
structure of teaching
than can be pointed
to as a universal
phenomenon.
- A person's educative
intervention cannot be
reduced to anything else.
- Has to occur regarding something
such as values, norms, skills.
- These contents are
derived from a person's
life world.
- A child has to be taught in terms
of these contents.
- The close connection between
educating and teaching arises.
- The close connection between
educating and teaching arises.
- A child has to be taught in terms
of these contents.
- These contents are
derived from a person's
life world.
- Has to occur regarding something
such as values, norms, skills.
- Ways of participating
- In teaching, this form
manifests itself specially as
didactic form.
- In teaching, this form
manifests itself specially as
didactic form.
- Tertiary didactics
- Didactic theory is
particularized for a triary
teaching situation.
- Didactic theory is
particularized for a triary
teaching situation.
- Begins with the appointmet of Prof. F. van der Stoep as
head of the Department of Didactics and History of
Education (1960's)
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