University thesis:
Zugl.: Oldenburg, Univ., Magisterarbeit, 1997
Footnote:
Description:
This edition deals with historical learning experienced on educational journeys, a phenomenon mostly neglected by historical didactics in regard to systematic recording. The examination of the rare essays on didactic approaches of educational journeys reveals basic deficits in theory. On the one hand, they are eager to introduce so-called objective outside-knowledge to a non-active learner, or, on the other hand, they underestimate the meaning of the world of objects for the process of education, as is f.e. done in the subjectivistic theory of a "pedagogic experience". In contrast to this approach and based on Wolfgang Klafki's concept of categorical education the author of the essay appeals for a didactic of journey, based fundamentally on theories of education and including a theory of subject and personality. In this respect the process of learning is to be understood as a double-sided one, in which the relation of the learning person and the objects of learning are reorganised by the interaction of the subject. The possible consequences of the author's theory in the field of historical educational journeys are displayed by exemplifying the didactic concept for an educational journey to Florence under the topic "Renaissance and Humanism"