Das Soziale als Ritual

Wulf, Christoph; Althans, Birgit; Audehm, Kathrin; Bausch, Constanze; Göhlich, Michael; Sting, Stephan; Tervooren, Anja; Wagner-Willi, Monika; Zirfas, Jörg

doi:10.1007/978-3-322-91361-6

Cited by 139 publications

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“…Alkemayer/Budde/Freist 2013), in Routinen, Ritualisierungen und Ritualen (Umgangsformen, Alltagsrituale, Feste, Feiern; vgl. Wulf et al 2001), auch in Formaspekten materieller und infrastruktureller Konfigurationen (Artefakte, Bauten, Trägermedien, Kommunikationssysteme, Technologien, Topologien; vgl. Nohl/Wulf 2013; Göbel/Prinz 2015; Kalthoff/ Cress/Röhl 2016; Weiß 2017; Sexton 2017) sowie in institutionellen und politischen Formen (z.B.…”

Section: 1unclassified

Subjektivation und ästhetische Bildung in der post-digitalen Kultur

Jörissen

2018

Vierteljahrsschrift Für Wissenschaftliche Pädagogik

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The term ›Post-digital culture‹ describes a condition where digitality is deeply embedded not only into the medial aspects of everyday life, but also into the infrastructural and material layers of culture. The conditions of processes of subjectivation are transformed through the digital designs on multiple levels. Aesthetic education is discussed as a particular doorway to relate to transformations of the sensual, medial and material conditions of subjectivation through digital designs.

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Section: 1unclassified

Subjektivation und ästhetische Bildung in der post-digitalen Kultur

Jörissen

2018

Vierteljahrsschrift Für Wissenschaftliche Pädagogik

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“…Professional routines favour a sense of psychological security at work because they offer procedures to guide everyday actions and ways of doing. De Certeau (1990) and Wulf et al (2004) mention that they are anchored in action schemes relative to interpreting daily life. The lack of professional routines generally entails frequent loss of time and irregularities in pacing and momentum in teaching/learning situations.…”

Section: Professional Routines In Contextmentioning

confidence: 99%

“…The more social relationships are standardized and institutionalized, the more likely learners are to fulfil typical expectations. This "how to" knowledge learned by social assimilation -without the intention of learning -will transmit ways of doing things that imply a certain reproduction (Wulf et al, 2004), sometimes with pernicious effects. Resorting to a pedagogical approach consisting only of lecturing in one's teaching practice, rather than favouring differentiated instruction, is a good example of the sometimes harmful effects of social reproduction.…”

Section: A Sociology Of Workmentioning

confidence: 99%

“…First, according to Wulf et al (2004) and Malglaive (1990), it plays a heuristic role of guiding action and its procedures by offering possible ways to accomplish the ends of this action. Practical thinking constantly seeks solutions, while always having at its disposal procedural knowledge previously tested in other conditions.…”

Section: Introductionmentioning

confidence: 99%

“…An imperceptible grey area remains when it comes to the training plan established to support the construction of this integrated competency. According to Leplat (1997) and Wulf et al (2004), integrated competency in a sense adheres to action; it is easily accessible, difficult to verbalize, economical with regard to mental demands, and closely tied to (and difficult to dissociate from) a situated context, all of which renders it invisible within successful professional action. It is nevertheless essential to recognizing and assessing a more complex competency such as that of classroom management.…”

Section: Introductionmentioning

confidence: 99%

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An Element of Practical Knowledge in Education: Professional routines

Lacourse

2011

mje

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The question of practical knowledge and its teaching has arisen more perceptibly since the appearance of the aim to professionalize teachers. How can imperceptible knowledge such as professional routines be taught? To establish a social fabric and effective class management, it is essential to call on creative and adaptive professional routines. These routines support the interpretation of daily life, effectiveness, and a sense of security among both students and teachers; it is a frame favouring successful classroom management. Professional routines come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial training. This paper will present the concept of professional routines as an educational practice in which practical knowledge is combined with professional learning, then the conceptual frame, the analytical method, and the results of two research projects, followed by a concluding reflection.La question du savoir pratique et de son enseignement se pose de manière plus perceptible depuis la visée de professionnalisation de l’enseignant. Comment enseigner un savoir imperceptible comme des routines professionnelles? Pour construire un tissu social et une gestion de classe efficace, il est essentiel de recourir à des routines professionnelles adaptatives et créatives. Les routines à l’oeuvre soutiennent alors l’interprétation du quotidien, l’efficacité et le sentiment de sécurité tant chez l’enseignant que chez les élèves, c’est un cadre qui favorise la réussite en gestion de classe. Les routines professionnelles relèvent de compétences incorporées, ce qui force à leur analyse pour une articulation phare opérant en formation initiale et continue. Nous présenterons le concept des routines professionnelles comme une pratique éducative où savoir pratique et apprentissage professionnel se conjuguent, le cadre conceptuel, une méthode d’analyse, les résultats de deux recherches, pour conclure sur une réflexion

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Technical Mediation of Children’s Onlife Worlds

Kontopodis

Kumpulainen

2022

The Palgrave Handbook of Embodiment and Learning

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Das Soziale als Ritual

Cited by 139 publications

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Subjektivation und ästhetische Bildung in der post-digitalen Kultur

Subjektivation und ästhetische Bildung in der post-digitalen Kultur

An Element of Practical Knowledge in Education: Professional routines

Technical Mediation of Children’s Onlife Worlds

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