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|Other Titles:||Inquiry into Michael Winkler’s General Pedagogy|
Department of Education,National Taiwan Normal University
This article adopted method of educational hermeneutics to investigate M. Winkler’s general pedagogy. Winkler is not only the delegate of reflective pedagogy, but also a famous educator in modern Germany. He made a great contribution to the promotion of reading education, reform of high schools, formation of reflective pedagogy, establishment of social pedagogy theories and implementation of social work. The main contents of Winkler’s general pedagogy include clarification of the concept of education, analysis of the concept of cultivation, relation between theories and practice, critique of educational doctrines and missions of general pedagogy. Winkler’s general pedagogy is a reflective pedagogy. It has the following advantages: first, clarifying the concept of general pedagogy; second, understanding historical development of the concept of cultivation; third, explaining the relation between educational theories and practice; fourth, criticizing mistakes of educational doctrines; fifth, understanding the missions of general pedagogy. Nevertheless, it also contains the following problems: first, it denies the natural value of children; second, it neglects the discourse across disciplines; third, it needs more explanation about the structure of educational activities. Winkler’s general pedagogy can be considered as a reference for the establishment of educational theories and the solutions to educational problems. It can help us to promote general pedagogy as a core subject, and provide teachers with a guide to instructional implementation and a solution for educational problems in the postmodern society. Winkler’s general pedagogy deserves more academic attention.
|Appears in Collections:||教育研究集刊|
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