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Elementarisierung - Bedeutung eines Unterrichtsprinzips /Schnitzler, Manfred. January 2007 (has links)
Universiẗat, Diss., 2006--Tübingen.
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Educação por princípios: uma abordagem de ensino e aprendizagem para o pleno desenvolvimento do indivíduoMonica Pinz Alves 31 July 2015 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese objetiva apresentar a abordagem de ensino e aprendizagem denominada Educação por Princípios, uma proposta metodológica originada dos Estados Unidos, e sua relação com o pleno desenvolvimento dos educandos e das educandas. A pesquisa de cunho bibliográfico primeiramente faz um levantamento sobre as políticas públicas vigentes no sistema educacional brasileiro, apresentando as diretrizes que preveem o pleno desenvolvimento do indivíduo expondo algumas fragilidades existentes no dia a dia das escolas. A seguir a pesquisa descreve a Educação por Princípios, apresentando sua abordagem de ensino e aprendizagem, sua proposta metodológica e como esta propõe o desenvolvimento integral, corpo, alma e espírito, investigando os elementos pedagógicos utilizados nas escolas que adotam esta abordagem. A abordagem da Elementarisierung (elementarização), uma proposta educacional alemã, descrita para o trabalho no componente curricular de Ensino Religioso na Alemanha, tem como objetivo contribuir para o pleno desenvolvimento da pessoa e é inserida neste trabalho para averiguar a possibilidade de auxiliar na abordagem da Educaçao por Princípios. Ao finalizar a tese, com base nas políticas públicas e nas abordagens pesquisadas, o enfoque é voltado ao perfil do educador e da educadora, sua formação acadêmica, espiritualidade e disposição interior frente à proposta de contribuir para o pleno desenvolvimento do educando e da educanda. / The goal of this dissertation is to present the teaching and learning approach called Education through Principles, a methodological proposal which originated in the United States and its relation with the holistic development of the students. The research of bibliographic character first does a survey of the public policies currently in effect in the Brazilian educational system, presenting the guidelines which foresee the holistic development of the individual exposing some existing frailties in the day to day life of the schools. In sequence the research describes Education through Principles, presenting its approach to teaching and learning, its methodological proposal and how it proposes a holistic development, body, soul and spirit, investigating the pedagogical elements used in the daily life of the schools which use this approach. The Elementarisierung (elementarization) approach, a German educational proposal, described in the work for the curricular component of Religious Education in Germany, has as its goal to contribute to the holistic development of the person and is inserted in this work to verify the possibility of helping in the Education through Principles approach. At the end of the dissertation, based on the public policies and the approaches which were researched, the focus turns to the profile of the educator, his or her academic formation, spirituality and internal disposition faced with the proposal of contributing to the holistic development of the student.
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Jesus als "unnahbarer Übermensch" oder "bester Freund"? : elementare Zugänge Jugendlicher zur Christologie als Herausforderung für Religionspädagogik und Theologie /Ziegler, Tobias. January 2006 (has links)
Universiẗat, Diss., 2005--Tübingen.
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Christliche musikkatechetik im vorschulalter : katechetik und musikpadagogik im duett / Christian music catechetics at preschool age : catechetics and music pedagogy in harmonyHanßmann, Matthias, 1968- 02 1900 (has links)
Text in German / The study at hand proceeds from the assumption that there is a catechetical as well as a
music pedagogical teaching tradition for young children. The touch points of the two
disciplines emerge rather by chance than by design because one discipline uses the other as
an approach. This study raises the key question if a music catechetics is possible. The term
music catechetics is used to describe a learning process based on an equal balance of both
music pedagogy and catechetics. The debate of this question requires interdisciplinary
conversations. The answers can be found in developmental psychology as well as music
psychology, music sociology, anthropology and ecclesiastical history. In the end this gives
rise to practical theological criteria which can be used to answer and justify the question of
music catechetics. / Die vorliegende Untersuchung geht von der Tatsache aus, dass es für Kleinkinder sowohl
eine katechetische wie ein musikpädagogische Lehrtradition gibt. Die Berührungspunkte
beider Disziplinen ergeben sich eher zufällig, indem sich die eine Disziplin der anderen
Disziplin als Methode bedient. Diese Untersuchung stellt nun die zentrale Frage, ob eine
Musikkatechese möglich ist. Unter einer Musikkatechese wird ein gleichberechtigter
Lernvorgang verstanden, der sowohl Musikpädagogik als auch Katechetik erfasst. Um diese
Frage zu erörtern werden interdisziplinäre Gespräche nötig. Sowohl die
Entwicklungspsychologie, als auch Musikpsychologie, Musiksoziologie, Anthropologie und
Kirchengeschichte werden befragt. Schließlich werden praktisch theologische Kriterien
erhoben, aus denen heraus die Frage nach einer möglichen Musikkatechese beantwortet
und begründet wird. / Practical Theology / M.Th. (Practical Theology)
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Christliche musikkatechetik im vorschulalter : katechetik und musikpadagogik im duett / Christian music catechetics at preschool age : catechetics and music pedagogy in harmonyHanßmann, Matthias, 1968- 02 1900 (has links)
Text in German / The study at hand proceeds from the assumption that there is a catechetical as well as a
music pedagogical teaching tradition for young children. The touch points of the two
disciplines emerge rather by chance than by design because one discipline uses the other as
an approach. This study raises the key question if a music catechetics is possible. The term
music catechetics is used to describe a learning process based on an equal balance of both
music pedagogy and catechetics. The debate of this question requires interdisciplinary
conversations. The answers can be found in developmental psychology as well as music
psychology, music sociology, anthropology and ecclesiastical history. In the end this gives
rise to practical theological criteria which can be used to answer and justify the question of
music catechetics. / Die vorliegende Untersuchung geht von der Tatsache aus, dass es für Kleinkinder sowohl
eine katechetische wie ein musikpädagogische Lehrtradition gibt. Die Berührungspunkte
beider Disziplinen ergeben sich eher zufällig, indem sich die eine Disziplin der anderen
Disziplin als Methode bedient. Diese Untersuchung stellt nun die zentrale Frage, ob eine
Musikkatechese möglich ist. Unter einer Musikkatechese wird ein gleichberechtigter
Lernvorgang verstanden, der sowohl Musikpädagogik als auch Katechetik erfasst. Um diese
Frage zu erörtern werden interdisziplinäre Gespräche nötig. Sowohl die
Entwicklungspsychologie, als auch Musikpsychologie, Musiksoziologie, Anthropologie und
Kirchengeschichte werden befragt. Schließlich werden praktisch theologische Kriterien
erhoben, aus denen heraus die Frage nach einer möglichen Musikkatechese beantwortet
und begründet wird. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)
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