Beyond the teacher - three perspectives on school classroom.

Autor/inn/en	Woo, Jeong-Gil; Jung, Joo-Young
Titel	Beyond the teacher - three perspectives on school classroom.
Quelle	In: Zeitschrift für Pädagogik, 62 (2016) 3, S. 422-439Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0044-3247
URN	urn:nbn:de:0111-pedocs-167660
Schlagwörter	Erziehungsziel; Organisationstheorie; Geburtenentwicklung; Bürokratie; Lehrer; Schulverwaltung; Systemtheorie; Unterricht; Erziehungsziel; Geburtenentwicklung; Organisationstheorie; Unterrichtsklima; Schulsystem; Klassenraum; Schulverwaltung; Lehrer; Schüler-Lehrer-Beziehung; Unterrichtsklima; Unterricht; Konstruktivismus; Subjekt (Phil); Systemtheorie; Bürokratie; Pluralität; Luhmann, Niklas
Abstract	This paper aims to investigate the classroom phenomenon, which lies beyond pedagogical intentionality according to organization theories, systems theory and the concept of natality by Arendt. Firstly, the authors investigate theories on school organization from bureaucracy theory (Weber) to garbage can theory (Cohen, March, Olsen). It provides an organization theoretical overview and historical changes in identifying school classroom. Secondly, the authors will also investigate Luhmann's systems theory, in which the school classroom can be marked with the metaphor of the "white box". Different from the "black box", it will provide relatively with more transparency regarding the rules of interaction between participants. Focusing on the concept of double contingency, the possibility and limit of this sociological-constructivistic approach will be discussed. In the chapter, the authors will lastly explore the concept of natality by Arendt, which is a key concept in her philosophy. It will provide an ontological-genealogical perspective, which seems to be uneasy to reconcile with the traditional conceptualization of education, but is helpful to understand the classroom, where every individual, as well as the class as a social being, experience new identities through second births. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4