Skizze zur Historiographie der Ästhetischen Bildung     

Jörg Zirfas  Leopold Klepacki 《Zeitschrift für Erziehungswissenschaft》2013,16(3):7-25

This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492.  相似文献   

Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?     

Oliver Wilhelm  Reinhold Nickolaus 《Zeitschrift für Erziehungswissenschaft》2013,16(1):23-26

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.  相似文献   

Perceptions of Barriers Concerning Effective Online Teaching and Policies: Florida Community College Faculty     

Jennifer Haber  Michael Mills 《Community College Journal of Research & Practice》2013,37(4-6):266-283

This study's purpose was to examine the perceptions of Florida's full-time community college faculty members who teach by distance learning concerning the ten policy areas set forth by Berge and Muilenburg (2000 Berge , Z. L. & Muilenburg , L. Y. ( June 2000 ). Barriers to distance education as perceived by managers and administrators . In M. Clay (Ed.), Distance Learning Administration Annual 2000 . Callaway Gardens , GA : Routledge . Retrieved May 3, 2001, from http://www.gl.umbc.edu/~berge/man_admin.html  [Google Scholar]). Focus group sessions indicated that faculty members felt certain barriers related to their online experiences. Faculty time and compensation, which deals with how much time faculty members spend and how much they are compensated, seemed to be the greatest barrier while access seemed to cause faculty members the least amount of concern. But factors such as training, size of the institutions, and complexity of the programs seemed to play a role in their perceptions.  相似文献   

Shedding Humanity,Shredding the Humanities     

Anthony Esolen 《Academic Questions》2018,31(3):274-280

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Can We Talk? Life under Frankfurt Rules     

J. Scott Kenney  Robert L. Paquette  Elizabeth Corey 《Academic Questions》2018,31(3):258-273

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Reunifying History in the Age of Fracture     

Wilfred M. McClay 《Academic Questions》2018,31(1):48-61

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Confessions of a Skeptical Reviewer     

Michael McDonald 《Academic Questions》2018,31(1):97-100

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Identifying a classic in history,philosophy, and social studies of science     

Luciano Boschiero  K. Brad Wray 《Metascience》2018,27(2):181-182

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Another fine footnote to Plato     

James Robert Brown 《Metascience》2018,27(3):477-480

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Homogenous: The Political Affiliations of Elite Liberal Arts College Faculty     

Mitchell Langbert 《Academic Questions》2018,31(2):186-197

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