Abstracts

Tilman Grammes: Editorial: Best practice performances of model curricula (Lehrkunst) and Lesson Study - two concepts and a joint venture in the field of subject didactics? (JSSE 1-2004)

Hans Christoph Berg: "Lehrkunstdidaktik" - Framework and example of a definite "Inhaltsdidaktik" (JSSE 1-2004)

According to our experience, didactics as integration of method, subject (syllabi or curricula), and organisation of teaching on the one hand and of theory of education and formation (Bildung) on the other hand is most likely to succeed by concentrating on the composition of Lehrstücke in a case-work manner, which mean not only construction but also composition of the regular teaching units of 10-25 lessons. These regular teaching units are usually thematically, methodologically, and organisationally coherent and now they are developed and composed in three plus one steps: Firstly, the Lehrkunstdidaktik selects only teaching units concerning culturally and educationally as well as personally central subjects, i. e. epochally important humane subjects. Secondly, the Lehrkunstdidaktik composes these teaching units according to, what Lehrkunst calls, the "triad of exemplary-genetical-dramaturgical method". Thirdly, the organisation of teaching orients itself towards culturally authentic learning places, learning times and learning forms. Finally fourthly: all subjects, methods and organisations of teaching have to account for the claims of the theory of education and formation (Bildung). Thus they have to stand the question whether such a teaching unit really has succeeded in combining the free development of the personality with a deep understanding of the world. Only then the teaching unit has become a Lehrstück. In the designing of teaching units to Lehrstücke more than thirty Lehrstücke have arisen on the traces of Wagenschein within the last twenty years. In this process the working manner of the Kollegiale Lehrkunstwerkstatt, a collegial working group of teachers, has proven fine. The same goes for the compositional product of casuistic, enlightened subjective teaching reports, nearly "novels of education" as well as for an overall orientation of didactics not only to the sciences, but also to the arts, thus Lehrkunstdidaktik. In a lexicon of theatre plays there are many hundred works described; we are dreaming of a little lexicon of Lehrstücke. Lately the perspective has arisen that the teaching of Lehrstücke, Lehrstückunterricht, can offer a contribution to the educational teaching development.

Tilman Grammes: Core Curriculum: Strategies for searching for a lesson model in social and civic education, and its criteria (JSSE 1-2004)

"Best Practice" performances of model curricula and lessons/units (Lehrstücke) – do they exist in social and civic education? This article demonstrates eight strategies and concepts of the subject throughout history in order to identify a tradition. Those model curricula are based on different levels of general education according to Wolfgang Klafki: 'Fundamental', 'Exemplary', 'Typical', 'Classical', and 'Representative'. The so-called paradigm of categorical conflict didactics (kategoriale Konfliktdidaktik) leads to a logical core curriculum which enables students to discover and reflect the processes of decision-making in everyday democracy which are value based. Three modes of acting out this grammar and the logic of politics in the classroom are shown. Development of such lesson models is especially recommended as a pragmatic strategy of medium-term curriculum reform in periods of public financial shortage to maintain standards in social studies education.

Andreas Petrik: The Genetic Principle as a Link between Everyday Knowledge and Politics - The Art-of-Teaching Workshop about the Topic "Future"

This article demonstrates, how didactics of social sciences can turn its focus from theoretical conceptions to the arrangement of learning processes. It simulates a best practice ("Lehrkunst") workshop (I.1.) which compares seven teaching units about the key topic "future" (I.2.). Two typical problems become concrete: exchangeable topics and the transfer to abstract categories. The genetic principle is introduced as a possible remedy: It combines categories with concepts and chooses special topics ("exemplars") that involve students in processes of discovery (II.3.). The concept "future" (Prognosis – Utopia – Political Planning) (I.4.) can be taught in several genetic ways: concentrating on the student's political ideas (individual genesis, II.1.), on the development of scientific findings and social inventions (scientific genesis and genesis of ideas, II.2.), on the simulation of political processes in "embryonic societies" (spontaneous or institutional genesis, II.3.), on the establishment of social innovations and on the historical development of political ideas (historical and human genesis, both II.4.). Conclusion: The genetic principle appears to be a helpful instrument for developing the core curriculum of civic education (II.5.)

Horst Leps: In search of the best constitution

"What is the best constitution and the best form of life for most nations and mankind? It is first, a form of everyday life that the majority of people is able to conduct, and which is the constitution most nations could adapt to easily." (Aristotle) Till today, this Aristotelian question is the central question of political philosophy and institution building. To solve this question, on the one hand Aristotle referred back to a concept by Herodot, which distinguishes between monarchy, oligarchy and democracy. On the other hand, he used the analysis made by Plato in his famous work "Politeia". Aristotle collected, described and compared about 158 constitutions of his time. He discovered two basic conditions which guarantee a stable community and are suitable for ordinary people: a well balanced social structure and possibilities for participation that are accessible to all social groups.

Pupils are involved in this historical process of social discovery by simulation and thinking exercises. During the project they experience practically and work out theoretically the possible threat to community and state institutions. They create their favourite political system - partly from their own imagination and partly by consulting the work of Aristotle. Finally they design a social and a political system. In doing so they gain knowledge and deep insight in respect to the tasks and difficulties that a political system should be able to cope with and solve. This will lead them, in the future, to a better understanding of their own nation's constitution.

Wolfgang Hilligen: Interview (JSSE 1-2004)

Catherine Lewis: Does Lesson Study Have a Future in the United States? (JSSE 1-2004)

(c) 2004 sowi-online e.V., Bielefeld Editor of JSSE 1-2004: Tilman Grammes WWW-Presentation: Norbert Jacke Processing: Saad eddine Fidaoui URL: http://www.jsse.org/2004-1/abstracts.htm Publishing date: 2004/09/22