Zur (sport)pädagogischen und psychologischen Grundlegung der Naturerfahrung : ein mehrperspektivischer Ansatz
eng: The goal of the following deliberations is to help justify, illustrate, support and broaden forms of action in the field of sports-pedagogy and sports-psychology. Within this context, extensive fundamental principles are elaborated on the basis of a systemic and constructivist approach. These...
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| Ort / Verlag / Datum: | 1996 |
| Erscheinungsjahr: | 1996 |
| Sprache: | Deutsch |
| Schlagworte: | |
| Klassifikation: | 370 Erziehung, Schulwesen, Bildungswesen
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| Beschreibung: | 434 Bl.; Ill. |
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| Weitere Titel: | sportpädagogischen* |
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| Zusammenfassung: | eng: The goal of the following deliberations is to help justify, illustrate, support and broaden forms of action in the field of sports-pedagogy and sports-psychology. Within this context, extensive fundamental principles are elaborated on the basis of a systemic and constructivist approach. These principles are presented with reference to practical implementation. 'Nature' is radically conceived as a relative term. In pedagogical and psychological work, the relationship towards nature is used as analogous field of learning (similar to the body, the other person or the group). 1. Initially, a historical overview provides an outline, of the development of the term 'nature' and man's relationship to 'nature'. 2. After discussing the nature of man (anthropology), assumptions underlying the conditions for human knowledge and the resulting scientific and theoretical approaches are explained. 3. Man's relationship to nature is increasingly seen as the centre of philosophical, theological and pedagogical reflections. Its pedagogical importance culminates in the question of man's responsibility for nature. 4. It seems that particularly in the field of natural sciences - which in simple terms are often claimed to be responsible for the destruction of nature - decisive efforts have been made to resolve the reductionist dichotomy of object-subject. 5. From the sociological angle, nature can be considered an (over-) powerful interpretive symbol; a symbol which gives objects and man their own place, which puts everything into order and which possesses power. 6. On the basis of communication theory, nature constitutes an analogous field of learning. A psychoanalytical reference model is presented allowing an adequate (fitting) description of man's relationship to nature and its development. 7. These interdisciplinary preliminary studies provide the opportunity of developing a concept of nature (and a relationship with nature) which can be applied in a useful way to pedagogical and psychological work. 8. The representation of extensive, fundamental sports-pedagogical and sports- psychological principles and approaches is necessary in order to analyze thoroughly and critically existing pedagogical approaches in sports, in which nature plays an important role (ecological and pedagogical approaches and particularly conceptions of pedagogy of experience). 9. The insights gained in the above manner are systematized and condensed to form an (continually elaborated) approach towards natural experience accompanied by the methods of sports-pedagogy and sports-psychology. |
| AC Nummer: | AC01870079 |
| Hierarchiestufe: | Monografie |
| Erscheinungsform: | Buch |
| Inhalt: | Text |
| Medientyp: | Analog |
| Datenträger: | Analog |
Psychologische Grundlegung der praktischen Berufsberatung : ein Lehr- und Handbuch 
Protokoll zur pädagogisch-psychologischen Verhaltensbeobachtung