Home > History & Humanities > Philosophy > History of western philosophy > Western philosophy, from c 1900 - > Von blinden Flecken und logischen Fehlschlüssen: Die konstruktivistische Pädagogik in der Kritik
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Von blinden Flecken und logischen Fehlschlüssen: Die konstruktivistische Pädagogik in der Kritik

Von blinden Flecken und logischen Fehlschlüssen: Die konstruktivistische Pädagogik in der Kritik

          
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About the Book

Zur Begründung der These von der Konstruktion aller Kognition bedienen sich die Konstruktivisten eines Experimentes, welches dem Nachweis des blinden Fleckes auf der Retina dient. Die Tatsache, dass das Sichtfeld trotz nachweisbarer Unterbrechung zusammenhängend wahrgenommen wird, gilt ihnen als Beweis für den selbstreferentiellen Aufbau kognitiver Strukturen. Bereits auf der Ebene der empirischen Bezugswissenschaften schleicht sich jedoch eine Unschärfe in das konstruktivistische Denken ein, die den Grundstein für die sich anschließenden Erklärungsnotstände der Erkenntnistheorie und ihrer pädagogischen Indienstnahme legt. Die Unmöglichkeit, die gehirninterne Hervorbringung individueller Wahrnehmungsresultate durch die Verknüpfung gegenwärtig erlebter und in der Vergangenheit bereits verarbeiteter Sinneseindrücke nachzuzeichnen, beschreibt ein Nichtsehen, das dem blinden Fleck insofern ähnelt, als sich auch diesem nur durch die entkräftende Überlagerung mit dem Sichtbaren begegnen lässt. Die Verabsolutierung der These der strukturdeterminierten Kognition wird so zur zwingenden Notwendigkeit einer Neurophysiologie, die ihr Sehen der Sichtbarkeit materieller Spezifik verdankt. Im ersten Teil dieses Textes werden sowohl die neurobiologischen Grundlagen als auch die sich aus ihnen ableitenden konstruktivistischen Thesen dargestellt. Das Kompensationsverhalten setzt sich auf der Ebene des Pädagogischen in einem zugespitzten Modus fort. Um pädagogische Handlungsfelder in die konstruktivistische Theorie aufnehmen zu können, müssen inhärente Setzungen durch inkonsistente Zugriffe umgedeutet werden. Die terminologisch erneuerte Verabsolutierung eines selbstgesteuerten Lernprozesses führt die konstruktivistische Pädagogik jedoch in die Affirmation der Zugriffsstrukturen einer ökonomisierten Gesellschaft. Welche Gestalt die konstruktivistische Pädagogik unter diesen Bedingungen annimmt und welche pädagogische Relevanz dem konstruktivistischen Denken zukommt, wird im zweiten
About the Author: Reinhard Keßler (Jahrgang 1980) lebt und arbeitet in Münster (Westf.). Dem Studium der Germanistik und Erziehungswissenschaften folgte der Berufseinstieg als Studienrat an einem Gymnasium im Münsterland.


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Product Details
  • ISBN-13: 9783954258307
  • Publisher: Disserta Verlag
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Spine Width: 7 mm
  • Weight: 159 gr
  • ISBN-10: 3954258307
  • Publisher Date: 18 Dec 2014
  • Height: 210 mm
  • No of Pages: 124
  • Series Title: German
  • Sub Title: Die konstruktivistische Pädagogik in der Kritik
  • Width: 148 mm


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