details
| Original Title |
Paradigma versus Denkstil. Modi systematischer Historiographie in der Musikpädagogik |
|---|---|
| Parallel title | Dimensions of historiography – paradigma versus thought-style |
| Author | Kaiser, Hermann J. |
| Source | Niessen, Anne [Hrsg.]; Knigge, Jens [Hrsg.]: Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster ; New York : Waxmann 2015, S. 33-49. - (Musikpädagogische Forschung; 36) |
| Document | full text (1.015 KB) |
| License of the document | In copyright |
| Keywords (German) | Paradigma; Begriff; Definition; Musikpädagogik; Denkstil; Unterrichtsstruktur; Kuhn, Thomas S.; Pädagogische Forschung; Wissenschaftsgeschichte; Musikunterricht; Didaktik; Lernen; 20. Jahrhundert |
| sub-discipline | History of Education Teaching Didactics/Teaching Music and Arts |
| Document type | Article (from a serial) |
| ISBN | 978-3-8309-3313-7; 9783830933137 |
| ISSN | 0937-3993; 09373993 |
| Language | German |
| Year of creation | 2015 |
| review status | Peer-Reviewed |
| Abstract (English): | With regard to historical developments, particularly to changes in sciences, humanities and social sciences, we are used to looking at them as rather isolated events, persons and facts. Normally they are conceived of as succeeding one another within a certain time span, which started in the past and ends somewhere in the future. I would like to propose that we conceive historical events as essentially constituted by concomitant events, facts and persons. (Perhaps one could call it a “horizontal view” or “lateral view”.) Proceeding this way, one needs a criterion which brings together the diverse events, facts, and so forth, so that they can be a subject of research. In 1962 Thomas S. Kuhn suggested such a criterion, referred to as “Paradigma”; in 1935 Ludwik Fleck, a Polish author, developed the concept of “Denkstil” (thought-style). In this lecture both models are discussed with regard to their benefit for historical research in music education. (DIPF/Orig.) |
| is part of: | Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung |
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| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 12.12.2016 |
| Citation | Kaiser, Hermann J.: Paradigma versus Denkstil. Modi systematischer Historiographie in der Musikpädagogik - In: Niessen, Anne [Hrsg.]; Knigge, Jens [Hrsg.]: Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster ; New York : Waxmann 2015, S. 33-49. - (Musikpädagogische Forschung; 36) - URN: urn:nbn:de:0111-pedocs-126069 - DOI: 10.25656/01:12606 |
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