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Title
Teaching philosophy and history through the problem-solving pedagogical method
Authors
SourceNeue Didaktik (2010) 2, S. 63-78
Document  (1.924 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Contributors (corporate)Departement für deutschsprachige Lehrerausbildung an der Babes-Bolyai Universität Klausenburg
Document typeArticle (journal)
ISSN1843-7133; 18437133
LanguageEnglish
Year of creation
review statusPublishing House Lectorship
Abstract (English):The problem solving may reveal as one of the most important pedagogical methods as it addresses the central question of pedagogy: by what means may we affect the representations of a human person in such a way that he or she could gain knowledge about the object of their learning that would be unknown to them until then? The procedure which is currently used when new knowledge is involved, making analogies with other objects which would have already been known, is limited and even obsolete in the case where the learnable object is so new that there is a consistent gap towards every familiar knowledge. At this point, the relation towards what is undetermined gets into discussion and the entire answer may depend on the abilities of the professor for appealing to the unconscious and for transmitting the access to that which is linked to semantics and contains other differentiated relation to reality, rather than appealing to the illusion of the communication of pure and mechanical information as in cybernetics. (DIPF/Orig.)
Abstract (German):Die Problemlösung gilt als eine der wichtigsten pädagogischen Methoden. […] Die Methode, die [derzeit] benutzt wird, wenn neue [Lerninhalte] auftauchen (man assoziiert das Neue mit bereits […] bekannten Informationen), ist sehr begrenzend und auch veraltet, denn manchmal können [Lerninhalte] so neu sein, dass eine große Kluft zwischen dem Neuen und dem bereits Vertrauten entsteht. [An] diesem Punkt wird die Diskussion auf das [Unbewusste] gelenkt und die ganze [Vermittlung der Lerninhalte] hängt von den Fähigkeiten des Lehrers ab: [kann er] das Unbewusste aktivieren und den Zugang [ermöglichen]? […] Oder wendet er sich lieber an die Illusion der Kommunikation, in der einfache und mechanische Informationen weitergegeben werden, wie in der Kybernetik. (DIPF/Orig.)
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Date of publication26.02.2013
CitationTrif-Boia, Elena A.; Trif-Boia, Horatiu M.: Teaching philosophy and history through the problem-solving pedagogical method - In: Neue Didaktik (2010) 2, S. 63-78 - URN: urn:nbn:de:0111-opus-58648 - DOI: 10.25656/01:5864
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