Didactic in Continental European pedagogy: An analysis of its origins and problems

The aim of this study is to describe, in a historical and philosophical context, the foundations and developmental lines of a tradition defined as curriculum science or “didactic” in Continental Europe, particularly in Germany and Scandinavia. The principal aim here is introducing a theoretical approach based on a different philosophy, in addition to the techno-scientific Anglo-American theoretical approach. Didactic tradition has been of particular interest for curriculum researchers especially in the past two decades. With such an interactive focus, this paper is divided into four sections. Because this paper traces historical and philosophical pathways of inquiry, its research method is purely qualitative, based on document analysis. The findings of this analytical study are expected to contribute to the wider recognition of a philosophical-pedagogical tradition, which has not hitherto been paid much attention in Turkey.

Kıta Avrupası pedagojisinde didaktik: Temelleri ve problemleri üzerine bir inceleme

Bu çalışmanın amacı, Kıta Avrupası ve özellikle Almanya ve İskandinav ülkelerinde öğretim bilimi veya didaktik olarak tanımlanan bir geleneğin temellerini ve gelişim çizgisini tarihsel ve felsefi bağlam içinde betimlemektir. Araştırmanın hedef kitlesi program teorisi alanında çalışanlardır. Anglo-Amerikan teknik bilimsel teorik yaklaşımın yanında farklı bir felsefeye dayalı, farklı bir teorik boyutun tanıtılması esas amaçtır. Didaktik gelenek eğitim programları ve öğretim alanında özellikle son yirmi yıllık zaman diliminde dikkatleri çeken bir araştırma konusudur. Bu etkileşimli bağlam içerisinde çalışma dört parça halinde kurgulanmıştır. Çalışma tarihsel ve felsefi bir bağlamı izlediği için nitel araştırma geleneği içinde doküman analizine dayalı olarak yapılandırılmıştır. Araştırmanın bulgularının Türkiye’de çok üzerinde durulmayan bir felsefi pedagojik geleneğin tanınmasına katkıda bulunacağı düşünülmektedir.

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Kaynak Göster