cosmopolitan pedagogy

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Klafki & Kemp Programme Warm up Classical dilemmas Case - Theory and practice Class parliament what to learn? Lunch Cosmopolitan education Klafki & Kemp Relating to practice - Consequences for the classroom practice Cases

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Page 1: Cosmopolitan pedagogy

Klafki & KempProgrammeWarm up – Classical dilemmasCase - Theory and practiceClass parliament – what to learn? LunchCosmopolitan education – Klafki & KempRelating to practice - Consequences for the classroom practiceCases

Page 2: Cosmopolitan pedagogy

Is everything determined by neccesary causes so that any idea of

freedom is illusory?

How is it possible to unite an education as an independent

individual with an education as a citizen of society?

What does society actually want to achieve through education? Should

the aim be to meet the various needsof young people to discover the

diversity of life and develop theirskills and satisfy their own needs, or

to ensure the most efficientdifferentiation of society into

professional and technical functions?

How to educate to freedom? How to define freedom?

Should the pedagogical relationshipbe maintained as care and personalguidance or as dissemmination of

knowledge and attitudes?

Page 3: Cosmopolitan pedagogy

Do you agree or disagree with D? Are there different ways that scholarship and

research in education can relate to educational practice?

Should curriculum and classroom research aim to tell practitioners “how to do it”?

Can you think of one thing you’ve learned in this class that will make a difference in you as a teacher?

Page 4: Cosmopolitan pedagogy

Formulate the general learning objective of educational studies

Discuss in groups of threeA spokesperson enters the parliamentA discussion between the spokespersons takes placeThe rest of the group members act as referentsThe procedure is repeated until a satisfactory result is met

Page 5: Cosmopolitan pedagogy

Klafki's characteristic of education as on the one hand "opening up the world" (material education) and on the other hand "creating openness in the individual" (formal education)

“Exemplary teaching” - categorical formation

Page 6: Cosmopolitan pedagogy

6 intermeshed problexes1) Technical-industrial development2) Global economy3) Further-reaching information &

communications systems4) Weapons with ever greater destructive potential5) The knowledge of the natural basis of human

existence6) Knowledge of responsible policies no longer can

be made sufficiently by individuals, societies, states or even blocs of states

Page 7: Cosmopolitan pedagogy

Education has to become universal in scope Would be wrong to say that these problems

are only for adults as they do affect the lives of children and youth

The development of an international awareness of problems should begin at a very early age

Page 8: Cosmopolitan pedagogy

Necessary and possible to set down a block of internationally significant general topics in the school curricula of all states and societies

Should take up a large amount of space (25%-40% of the curriculum)

Concern key problems of the modern world –forming a common core content of international education

Page 9: Cosmopolitan pedagogy

1) Problem of peace (self-reflection about collective aggression and consideration of the question whether there is any moral justification for wars)

2) Problem of the environment (including the accountability and controllability of scientific-technological development. Further development of the industrial society will remain a risk society and the logic of progress can not be followed uncritically)

3) Problem of socially engendered inequality (within societies & between societies)

4) The threats and opportunities of the new technical control, information and communications media (destruction of jobs)

5) The tension between individual claims to happiness and recognition of the Other

6) Typical structural problems of our historical epoch and can not be extended indefinitely

Page 10: Cosmopolitan pedagogy

1. Financial globalization2. Intercultural coexistence 3. Physical sustainability of the World

Further compounded by the increase in global crime (financial crime, internet crime, crimes against humanity, war crimes, and crimes against the future of humanity through pollution of the planet)

These problems cannot be solved by any political actor alone.

Page 11: Cosmopolitan pedagogy

Education must be determined by a philosophy able to provide a

general indication of what education is intended to achieve

Education should aim towards the

potentially better state of humanity in

the future

The art of education is a collection of

skills that are unified in order to achieve a

goal

Thus it requires action

Is everything determined by

neccesary causes so that any idea of

freedom is illusory?

How is it possible to unite an education as an independent individual with an

education as a citizen of society?

The world citizen is on the one hand an extreme individualist, because he or she is

the person who defends his or her humanity by thinking beyond the state, and on the

other hand is completely political by fighting for a just social order across all

state borders

Should the pedagogical relationship be maintained as care and personal guidance or

as dissemmination of knowledge and attitudes?

To hold authority is not the same as to be athoritative. Normativity in education does not equate with

manipulation of the individual person’s development if it consists of an appeal to take on board what is taught by

the educator in a true mimesis (i.e. the creative imitation, not copying, but an actualizing and concretizing

interpretation of the thoughts and feelings that are transmitted)

Page 12: Cosmopolitan pedagogy

Willingness to criticize and the ability to criticize

Willingness to argue and the ability to argue Empathy – seeing a situation or problem

from the point of view of the other person concerned

Synthetic thought – the awareness that everything is connected to everything

Page 13: Cosmopolitan pedagogy

Problem studies Formation of teacher teams Exemplary teaching and learning Method-oriented learning Action-oriented teaching (practical learning –

reflective processing) Co-operative learning, ability to help others in

the learning process, rational forms of dealing with conflicts, ability to put forward one’s own ideas and arguments

Page 14: Cosmopolitan pedagogy

Individual differences and equality of education (is what is good for the society good for the individual?)

Whose aims matter? (how should disagreements about aims be handled?)