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Title
Causality, technology and instruction
Author GND-ID
SourceZeitschrift für Pädagogik 64 (2018) 3, S. 394-410 ZDB
Document
License of the document In copyright
Keywords (German)Bildungstheorie; Pädagogik; Pädagogisches Denken; Beobachtung; Unterrichtstheorie; Unterricht; Technologie; Kausalität; Wirkung; Luhmann, Niklas
sub-disciplineGeneral Educational Science
Document typeArticle (journal)
ISSN0044-3247
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):No teacher can proceed without the conviction that he/she can produce a change in the students he/she teaches. Causality therefore has always formed an integral part of pedagogical thinking. However, initial attempts, to incorporate causality into pedagogical theory failed. As a result, causality was then rejected. More recently, however, research in psychology, sociology, and organizational theory sought to re-introduce causality in ways that enable its incorporation into pedagogical theory. But even these efforts were not without problems. Second-order observation takes a step back from this endeavor to see what distinctions are made in attributing causes, and which ones are not. (DIPF/Orig.)
other articles of this journalZeitschrift für Pädagogik Jahr: 2018
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Date of publication04.05.2021
Suggested CitationBednarz, John Jr.: Causality, technology and instruction - In: Zeitschrift für Pädagogik 64 (2018) 3, S. 394-410 - URN: urn:nbn:de:0111-pedocs-218279
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