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Aufsatz (Zeitschrift) zugänglich unter

Titel: Pädagogische Psychologie: fünf Überlegungen zum Selbstverständnis eines Faches
Originalveröffentlichung: Psychologische Rundschau 38 (1987) 2, S. 82-95
Schlagwörter (Deutsch): Pädagogische Psychologie; Begriffsdefinition; Fachrichtung; Fachwissenschaft; Studienfach; Wissenschaftsdisziplin; Erziehung; Deutschland
Pädagogische Teildisziplin: Pädagogische Psychologie
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 0033-3042
Sprache: Deutsch
Begutachtungsstatus: (Verlags-)Lektorat
Abstract (Englisch): The starting-point for the argument is that the labelling of educational psychology as an applied science is detrimental to descriptive-explanatory research. Educational psychology cannot be reduced to the application of principles found out in basic research. It is proposed that a distinction between area and context research would be more productive than that between basic and applied research. Educational psychology tries to describe and explain the segments of reality which can be described as educational. Education is defined as an interaction between two persons one of whom seems to be authorized to exert influence on the other in a process lasting a certain time. The influencing person intends changes in the presumed interest of the second person who acts as an individual subject in the interaction process. Although not entirely accurate, this definition is helpful. Research questiones in the field of educational psychology can be organized along action theoretical lines. The proposed conception leads to a classification of diverse research elements and gives a coherent structure to the research landscape. Many educational psychologists work in educational departements; they are in the danger of failing to see the connections with the theoretical and methodical issues within psychology. Productivity seems to be very low on various grounds. In the past, educational psychology has defined itself largely as psychology related to schools. As a result, the needs of consulting practitioners for educational knowledge in other areas could often not be fulfilled. It is specified how the knowledge of educational psychology has to be organized and taught during college training in order to inable the future practitioners to cope with the requirements in the various fields of education. (DIPF/Orig.)
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Prüfsummen: Prüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am: 30.09.2008
Empfohlene Zitierung: Hofer, Manfred: Pädagogische Psychologie: fünf Überlegungen zum Selbstverständnis eines Faches - In: Psychologische Rundschau 38 (1987) 2, S. 82-95 - URN: urn:nbn:de:0111-opus-15858