Obsah, subjekt a intersubjektivita v oborových didaktikách
| Title in English | Content, subject and inter-subjectivity in field didactics |
|---|---|
| Authors | |
| Year of publication | 2009 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | subject didactics; content; pedagogical content knowledge; curriculum; subject; inter-subjectivity; didactical reconstruction; expression; meaning; extension; intension; onto-didactics; psycho-didactics |
| Description | The paper focuses on the subjective processing of content from the field didactic perspective and on inter-subject mediation of meaning in education. Following the Model of educational reconstruction, central categories are discussed that represent the relationship between the inter-subjectivity and the subject: notion, expression, meaning. On this theoretical basis and using the semantic distinction between extension and intension the text illuminates two didactic principles: a) the principle of making content accessible, and b) the verifying principle. These two principles are related to two epistemological perspectives: the psycho-didactic perspective; which is aimed on the pupils subjectivity; and the onto-didactic perspective; which is aimed on the inter-subjective meanings within the field. The authors go on to explain that teachers in practice work with an "amalgam" of these two perspectives for which the term "knowledge encapsulation" is used in the paper. Towards the end of the paper, the authors call for a close functional intertwining of field didactic and the field components in teacher education through the model of reflective practice. |
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