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    Ethik in pädagogischen Beziehungen

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    Contributor(s)
    Berndt, Constanze (editor)
    Häcker, Thomas (editor)
    Walm, Maik (editor)
    Language
    German
    Show full item record
    Abstract
    The question of ethics in pedagogical relationships, i.e., what is to be evaluated as right or wrong, appropriate or inappropriate, required or to be omitted, arises again and again at any time. This is currently impressively demonstrated by the ambivalences of the regulation of closeness and distance as well as the intersubjective recognition process, which have become alarmingly visible in the wake of the numerous uncovered cases of forcibly imposed closeness and other forms of violence. The authors shed light on questions of ethics in pedagogical relationships from different disciplines and invite us to reflect and think further.
     
    Die Frage einer Ethik in pädagogischen Beziehungen, d.h., was als richtig oder falsch, angemessen oder unangemessen, geboten oder zu unterlassen zu bewerten ist, stellt sich zu jeder Zeit immer wieder neu. Das zeigt sich aktuell eindrücklich an den Ambivalenzen der Regulation von Nähe und Distanz sowie des intersubjektiven Anerkennungsgeschehens, die in der Folge der zahlreichen aufgedeckten Fälle gewaltsam aufgezwungener Nähe und anderer Formen von Gewalt in erschreckender Weise sichtbar geworden sind. Die Autor:innen beleuchten Fragen einer Ethik in pädagogischen Beziehungen aus unterschiedlichen Disziplinen und laden zum Nach- und Weiterdenken ein.
     
    URI
    https://library.oapen.org/handle/20.500.12657/58059
    Keywords
    Ethik; Pädagogik; Beziehung; Philosophie; Erziehungswissenschaft; Pluralität; Psychoanalytische Pädagogik; Psychoanalyse; Antipädagogik; Generationenbeziehung; Disziplin <Ordnung>; Islam; Ethische Erziehung; Westliche Welt; Sozialpädagogik; Anerkennung; Differenz; Gleichheit; Vielfalt; Heterogenität; Kinderrechtskonvention; Würde; Kind; Menschenrechte; Pädagogisches Handeln; Evangelische Religion; Freiheit; Bildung; Kompetenzorientierung; Neurowissenschaften; Vorschulalter; Vorschule; Frühkindliche Entwicklung; Neurobiologie; Frühpädagogik; Schulpädagogik; Ethos; Unterricht; Berufsethos; Lehrberuf; Didaktik; Lernprozess; Entwicklungsprozess; Sozialisation; Schule; Lernen; Spiritualität; Lerntheorie; Optimierung; Autonomie; Subjekt <Phil>; Neoliberalismus; Demokratische Erziehung; Demokratie; Medienethik; Digitalisierung; Medienpädagogik; Theorie; Bildungstheorie; Soziale Arbeit; Pädagogische Praxis; Kant, Immanuel; Taylor, Charles; 20. Jahrhundert; 21. Jahrhundert; Ethics; Pedagogics; Sciences of education; Philosophy; Plurality; Plurals; Psychoanalysis; Antipedagogics; Generation relationship; Moral education; Western world; Social pedagogics; Heterogeneity; Child; Human rights; Freedom; Education; Pre-school age; Preschool age; Nursery school; Preschool school; Reception class; Infant development; Early childhood education; School pedagogics; Teaching; Apprenticeship trade; Teaching profession; Training method; Learning process; Developmental continuity; Socialisation; Socialization; School; Learning; Spirituality; Learning theory; Autonomy; Neo-liberalism; Civic education; Democratic education; Democracy; Digitalization; Media education; Media pedagogics; Theory; Educational theory; Theory of education; Social work
    DOI
    10.35468/5960
    ISBN
    9783781525207, 9783781559608
    Publisher
    Verlag Julius Klinkhardt
    Publication date and place
    Bad Heilbrunn, 2022
    Grantor
    • Universität Rostock
    Classification
    Philosophy & theory of education
    Pages
    239
    Rights
    https://creativecommons.org/licenses/by-nd/4.0/
    • Imported or submitted locally

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    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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