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Education as a moral issue? Reconstruction of the subjective theories of education in India
SourceTrends in Bildung international (2004) 8, S. 1-8 ZDB
Document  (153 KB)
License of the document In copyright
Keywords (German)Bildungsbegriff; Erziehung; Erziehungstheorie; Empirische Untersuchung; Kognitive Entwicklung; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Selbstverantwortung; Subjektive Theorie; Vorstellung <Psy>; Ethische Erziehung; Indien
sub-disciplineEmpirical Educational Research
Educational Psychology
Document typeArticle (journal)
Year of creation
review statusPublishing House Lectorship
Abstract (English):Triggered by some recent large scale assessments, the study aims at reconstructing the meaning of education in an urban Indian sample in Hyderabad while investigate the subjective theories on education. Knowledge sociology and modern system theory (Luhmann) where used as theoretical framework. The sampling strategy and the methodical procedure follows the grounded theory (Glaser and Straus). In order to obtain as much indigenous cultural material as possible, cultural connotations of education are collected in a first step by an association method using the local language (Telugu). In the next step the individual construction of the meaning of education was sampled by narrative biographical interviews. Data analysis focused upon the moral meaning of education in the Indian sample, particularly on the construction of self-commitment. It was found that on the semantic level education in India indeed has the structure of self-commitment for persons who have access to education. Additionally the finding indicates, that there is no support for the generally held assumptions about the collectivistic orientation of Indian culture as represented by the sample. (DIPF/Orig.)
other articles of this journalTrends in Bildung international Jahr: 2004
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Date of publication11.06.2012
CitationClemens, Iris: Education as a moral issue? Reconstruction of the subjective theories of education in India - In: Trends in Bildung international (2004) 8, S. 1-8 - URN: urn:nbn:de:0111-opus-50949 - DOI: 10.25656/01:5094
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