The development of didactic pedagogical thinking over the past 50 years

Nayelli Morales
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Nayelli Morales
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RESOURCES The development of pedagogical thinking in the various part-disciplines of the faculty of education over the past 50 years: Didactic pedagogics. Mentz, H. C.

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The development of didactic pedagogical thinking over the past 50 years
1 First phase
1.1 From the establishment of the Department of Education (1912-1937)
1.2 According to Cronje
1.2.1 Teaching was seen as the accumulation of knowledge without it really contributing to a child's education.
1.2.2 The idea of material forming was very prominent.
1.2.3 School important principles of teaching had not been arrived at.
1.3 Knowledge was very encyclopedic and it was based mainly on the British and American literature.
1.4 J. J. N. Kruger in his study of teaching environmental geography
1.4.1 "The what and why of such teaching are at the moment more important than the how..."
1.5 Didactic is hardly mentioned in the researches.
1.6 Research of J. F. E. Havinga
1.6.1 He gradually would prescribe methods that simultaneously make teaching history interesting and successful.
1.6.2 There is a greater emphasis on the didactic, still there is no indication of a didactic structure.
2 Second phase
2.1 Establishment of the Faculty of Education (1937-1960's)
2.1.1 Didactics and the General History Education
2.2 B. F. Nael (head of the Department of Educational Psychology and Sociology)
2.2.1 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.
2.3 Oswald Kulpe
2.3.1 The psychology of thought
2.3.1.1 In contrast to the association psychology of Locke and the presentation theory of Herbart, the essentials of thinking indeed are imageless.
2.3.1.2 Conscious activity
2.3.1.3 Thought is actualized by a determining tendency that springs from the thinking task.
2.4 Cologne School
2.4.1 Three levels of consciousness
2.4.1.1 Concrete-visual (individual images), Schematic (ideas), Abstract level (concepts) of thinking.
2.5 Mannheim School - Otto Selz
2.5.1 Emphasized that thinking is teleological and goal-directed and is propelled and directed by the task.
2.6 Kohnstamm
2.6.1 In agreement with the psychology of thinking, he viewed thinking as a central didactic problem.
2.6.2 By presenting methods of solution a child can learn to elevate his achievement scores.
2.7 Cronje
2.7.1 The school educates an independent, responsible personality.
2.7.2 The school strives for harmonious development.
2.7.3 The school stimulates a child to self-activity.
2.7.4 The school and its activities are more linked up with life itself.
2.7.5 Intellectual educability is recognized.
2.8 Jonges
2.8.1 Doubts there was really an accountable didactics at this time because the accountability was placed in psychology.
3 Third phase
3.1 Begins with the appointmet of Prof. F. van der Stoep as head of the Department of Didactics and History of Education (1960's)
3.2 Stoep identified the immediate problem of didactics as being ensnared in the grip of traditionalism.
3.3 German formative theory
3.3.1 "Forming"
3.3.1.1 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
3.3.1.2 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.
3.4 Stoep
3.4.1 First searched for the original fundamental structure of teaching than can be pointed to as a universal phenomenon.
3.4.2 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.
3.5 A person's educative intervention cannot be reduced to anything else.
3.5.1 Has to occur regarding something such as values, norms, skills.
3.5.1.1 These contents are derived from a person's life world.
3.5.1.1.1 A child has to be taught in terms of these contents.
3.5.1.1.1.1 The close connection between educating and teaching arises.
3.6 Ways of participating
3.6.1 In teaching, this form manifests itself specially as didactic form.
3.7 Tertiary didactics
3.7.1 Didactic theory is particularized for a triary teaching situation.
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