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1. Feminismus als Denkstil. Zur Frauen- und Geschlechterforschung im Polen der Transformationszeit

   Author: Kowalski, Katharina Kinga

   Published: 2024

   Publisher:  Europa-Universität Viadrina Frankfurt, Frankfurt (Oder)

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   Resolving-System Resolving-System Langzeitarchivierung Nationalbibliothek Verlag (kostenfrei)

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   Source:	Union catalogues
   Language:	German
   Media type:	Book
   Format:	Online
   Other identifier:	doi: 10.11584/ips.13 urn: urn:nbn:de:kobv:521-opus4-13522
   Series:	Interdisciplinary Polish Studies ; 13
   Subjects:	Feminismus; Geschlechterforschung; Frauenbewegung; Frauenforschung
   Other subjects:	Polen; Feminismus; Frauenbewegung; Frauenforschung; Geschlechterforschung; Transformation; Denkstil; Denkkollektiv; Hochschule; Wissenschaftstheorie; Poland; feminism; women’s movement; women’s studies; gender studies; transformation; thought style; thought collective; higher education; philosophy of science; Polska; feminizm; ruch kobiecy; badania kobiece; badania genderowe; transformacja; styl myślowy; kolektyw myślowy; szkolnictwo wyższe; teoria nauki
   Scope:	Online-Ressource

2. The view of knowledge

   an institutional theory of differences in educational quality
   Author: Henrekson, Magnus; Wennström, Johan

   Published: June 22, 2022

   Publisher:  Research Institute of Industrial Economics, Stockholm, Sweden

   This essay argues that the most crucial institution of any school system is its view of knowledge - from which virtually all other aspects of a school are derived: the content of its curricula, its pedagogical practices, and the incentives that... more

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   Kiel: ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel

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   ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel

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   This essay argues that the most crucial institution of any school system is its view of knowledge - from which virtually all other aspects of a school are derived: the content of its curricula, its pedagogical practices, and the incentives that motivate its members. To make this case, we outline the two main conflicting views of knowledge, the classical view and the postmodern social constructivist view. According to the classical view, the purpose of schooling is to give students objective knowledge and skills that they cannot acquire in any way other than through hierarchical instruction in well-defined disciplines. The social constructivist view rejects the existence of objective knowledge. This rejection translates to a preference for student-directed pedagogy, the mixing of instructional fields, and an emphasis on developing general critical thinking skills rather than on acquiring domain-specific knowledge. Using the history of education in Sweden as an example, our analysis suggests that the recent decline in educational quality in the Western democracies can be remedied by a paradigm shift in the governing view of knowledge toward the classical view.

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   Source:	Union catalogues
   Language:	English
   Media type:	Book
   Format:	Online
   Other identifier:	hdl: 10419/269186
   Series:	IFN working paper ; no. 1432 (2022)
   Subjects:	Communal knowledge; institutions; postmodernism; social constructivism; thought style; views of knowledge
   Scope:	1 Online-Ressource (circa 22 Seiten)