A01=Michael Uljens
Anderson's Act
Anderson’s Act
Author_Michael Uljens
Brain States
Category=JMR
Category=JNC
Cognitive Science
cognitivist
Cognitivist Learning Theory
Collective Curriculum
comparative didactics research
curriculum analysis
Descriptive Model
Didactic Model
Didactic Theory
educational philosophy
Educational Theory
Epistemic Reflection
Epistemological Problem
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
General Didactics
implications
information
institutional learning environments
Institutionalized School
instructional theory
Intentional Subjects
model
Nordic pedagogy
Normative Model
ontological
Ontological Problem
PBI
pedagogical
Pedagogical Implications
problems
processing
Property Dualism
Radical Restructuring
reality
reflective teaching
School Didactic
School Didactic Model
Teleological Ethics
theory
Weak Restructuring
Wolfgang Klafki
Product details
- ISBN 9780863777004
- Weight: 690g
- Dimensions: 152 x 229mm
- Publication Date: 20 Jun 1997
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory. School didactics is defined as a field of research within general education. This field is limited to research and theory aiming at understanding the pedagogical practice which takes place in institutionalized educational settings guided by a curriculum collectively agreed upon. As the theory is designed to be valid for institutionalized education framed by a politically accepted curriculum, it is a culturally seen regional theory of education, not a universal one. According to this school theory the fundamental features of an institutionalized pedagogical process consist in the intentional, interactional, teaching-studying-learning process that is culturally and historically developed and situated. However, the present model does not explicitly formulate goals nor the means of educational practice. Rather, the model emphasizes the teacher and student as reflective and intentional subjects where the teacher is acting as the representative of the collective but also as the learners' advocate. Because of this the theory presented is not a normative or prescriptive theory, instead it is a reflective theory.
