Eine neo-existenzialistische Konzeption von Unterricht und Lehrerhandeln? Zu Gert Biestas Wiederentdeckung und Rehabilitation des Lehrens und des Lehrers.

Autor/in	Terhart, Ewald
Titel	Eine neo-existenzialistische Konzeption von Unterricht und Lehrerhandeln? Zu Gert Biestas Wiederentdeckung und Rehabilitation des Lehrens und des Lehrers. Paralleltitel: Neo-existentialism as a theory of classroom teaching? Reviewing Gert Biesta's re(dis)covery of teaching.
Quelle	In: Vierteljahrsschrift für wissenschaftliche Pädagogik, 94 (2018) 3, S. 475-488Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0507-7230; 2589-0581
Schlagwörter	Bildungstheorie; Geisteswissenschaftliche Pädagogik; Pädagogisches Handeln; Lehrer; Didaktik; Lehren; Unterricht; Existenzialismus; Konzeption
Abstract	Gert Biesta is well known as a critic of a dominantly psychological interpretation of education and learning. He is also sceptic towards the evidence-based approach to educational reform and administration. Instead of this current dominating paradigm he defends and praises "the beautiful risk of education" based on a non-technological, dialogical interpretation of education. But what about teaching? In his new book Biesta rediscovers and recovers teaching and the teacher. His central idea is to disconnect teaching and learning, to free teaching from learning. Teaching cannot produce or cause learning; measured learning progress of students cannot be regarded as an indicator for successful teaching. This approach resembles former existentialist ideas on education and teaching. In this critical review central elements of Biesta's approach to teaching and teachers are presented and discussed in the light of other theories of classroom teaching. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2