Abstract

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Highlights

  • Bas Levering, the publication of Klaus Mollenhauer’s book thirty years ago was a special event. It looked like Mollenhauer did what I was longing for: he turned the face of general pedagogic in the direction of the subject matter again: the moral relationship between the older and the younger generation

  • Since the late Sixties and the beginning of the Seventies, the so-called “methods controversy” (Methodenstreit) in German sociology had changed the scene of general pedagogic in The Netherlands completely

  • One of the basic problems for the English translator of Mollenhauer’s book is the perennial problem that there is no Anglo-American pedagogic tradition. It is not easy for the continental pedagogue to explain to an Anglo-American audience what pedagogic is

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Summary

The turn to general pedagogic

Bas Levering, the publication of Klaus Mollenhauer’s book thirty years ago was a special event. The translator translates Über Kultur und Erziehung correctly as On Culture and Upbringing, because the book is definitely about “upbringing.” In the continental pedagogical tradition “upbringing” (Erziehung) is the broader notion, and education is subordinate to “upbringing.” Yet, with the historical move from “presentation” to “representation,” as Mollenhauer explains, the focus ends up being very clearly on the school. He looks at the way a society is capable of transmitting or reproducing culture from one generation to another, and perceives a big change in Europe in the early modern period. Explication was needed, or, to put it in Mollenhauer’s words: “we do not present other ways of life to children but we provide them to children in a different manner – we represent them” The ideal example of the transformation from presentation to representation can be found in the Orbis Sensualium Pictus (1658) by the Czech pedagogue Jan Amos Comenius, wherein pictures were used to show reality as if for a “second time.” One could even say that Mollenhauer’s concepts “presentation” and “representation” designate the didactical problem – in the broad sense – right from the start

Identity as fiction
The relational as pedagogic basis
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