 Pedagogy and Psycology 1.

Unit 1
Pedagogy

Pedagogy as science
• What is paedagogics, what is education science?
• What are pedagogy and educational science concerned with??
• What directions and disciplines does pedagogy know?
• What do you mean by science?
• What are the responsibilities of educational science?
• What is the relationship between theory and practice?

Education and Educational Science

• Education
• Erziehungspraxis
• Education

The subject of pedagogy

• Education reality:
• Presentation about education
• Relationship between educator and to educating people
• Intentions and goals of education
• Actions in education
• Prerequisites of education
• Necessity
• Conditions of education
• Educational institutions

Diziplines of The Pädadgogik

• General pedagogy
• History of pedagogy
• School pedagogy
• Vocational education
• Recreational pedagogy
• Sex education
• Media education
• Social work
• Healing or special education
• Erwachsenenbldung

 The scientificity of pedagogy

• The term "science"
• Object
• Method
• System
• Statements
Ways of looking at the reality of education
• Reality:
• Nature Object of Scientific Research: Explain processes and Laws of the nature
• Products of the human mind object of scientific research: products of the human mind and culture as well as
the action Understand

Methods of Educational Science

• Scientific methods
• Observation, interview, interview, test and experimentation are used to observe and describe the reality of
education as well as to obtain intersubjectively verifiable data for the purposes of the explanation
• Humanities Methods
• Hermeneutics, phenomenology, dialectics - are used to understand by finding out the contexts of value and
meaning

Basic conceptions of pedagogy

• Tasks of educational science
• Observation and description of educational reality- Statements about what is
• Setting up theories for the purpose of clarifying and understanding the reality of education, the vohersage and
the practical application
•Show and welcomeof goals and actions in education- Statements about what should be
• Directions of pedagogy
• Empiratic or experiential pedagogy- Explanation of educational facts using legalities and theories
• Humanities Padadgogics- Recognition and uncovering of contexts of meaning and meaning of circumstances
such as educational activities
• Critical Educational Science- Enlightenment on Social and Social Matters in order to change social processes
with the aim of eacipation
• Systemic-constructibistiche pedagogy- The focus of pedagogical efforts is the relationship between actors. The
Realit is a construction of our brain, man is the inventor, discoverer and unmasker of reality
•Normative pedagogy- teaching and justification of goals and actions in education.

Theory practice problem

• The interaction between theory and practice
• Theory depends on practice
• Without suggestions and practical problems, neither progress of knowledge nor the need toand to deepen the
context of the situation, conceivable.
•"Private" and scientific theory
• The knowledge gained from personal experience is referred to as "private" theory or "everyday theory"
• However, no general conclusions can be drawn from individual experiences
• Benefits of a scientific pedagogical theory
• provide orientation assistance in concrete situations
• provide guidance on what goals can be achieved in education
• Scientific statements can be used to establish instructions for action on educator behaviour
• With the help of scientific statements, educator behavior can be reflected
• The problem of recipeology
• Practice (diversity)- Theory (unity)
• Concrete situation
•Unwelt
• Social sprouts
•Uniqueness of the human personality with its interests, abilities, feelings, needs, previous experiences, etc.
The possibility and necessity of education
Why does man need to be learned and educated?
• How can the need for human education be justified?
What happens if learning and education are absent, inadequate or failing?

Immanuel Kant 1724-1804: On the Necessity of Education

• Basic idea:
• Man is the only creature that needs to be educated
• Comes into the world raw in contrast to the animal
• Instincts (foreign reason) are not present, he must develop his own reason
• Since man is born raw, others must educate him
•Education includes maintenance
• Discipline
• Cultivation
•Civilisation
• Moralisierung

Unit 2

The possibility and necessity of education

• Scientific knowledge on the educational needs and eupgability of human beings
• The learning capacity and eupgability as well as the need for learning and education of human beings are
examined by a sub-area of anthropology, pedagogical anthropology

Man, a brain being

• Upright posture
• Wortsprache
• Thinking ability
• Ability to act planned
• Umweltbeherrschung
• Extreme learning ability

• The special power of the human brain allows the formation of higher functions such as thoughts, ideas, word
language, planning, etc.
•Unmittlebar after birth, new contact points, so-called S, form almost explosively.ynaps, which clog the nerve
cells together and thus enable learning
• However, only correct and successfully clinked nerve cells remain, the others are lost
• The development of these links depends on the experiences of a child
• "However, only properly and successfully linked neurons remain, the others are lost again
• What does this mean for education and teaching?

• Consequences for the possibility and necessity of learning and education:

• The special brain structure makes humans extremely capable of learning and eviable
• The functions of the brain depend on environmental stimulation and learning aid in their development
• Behavioural modes such as upright gait, verbal language, thinking, the ability to act in a planned manner, man
is not able to perform "by nature", but must first achieve it through education.
Man, a being without sufficient instincts
• The lensing of the animals is largely regulated by certain control mechanisms of nature, by instincts
• Instincts: inherited reaction triggered by a gany-determined stimulus, the key stimulus
• The reaction to a key stimulus always proceeds uniformly and automatically
• Instincts serve the self- and species conservation
• In humans, only remnants of instinct are left, which are not sufficient to govern the men's way of life

• The Dutch ZooLage Nikolaas Tinbergen (1907-1988) therefore described man as an instinct-reduced being
• Liberation of man from the compulsion of nature
•Wiloffenes Wesen
• Consequences for the possibility and necessity of learning and education:
• Instinct poverty enables enormous learning and eupgability
• Because the human way of life is instinctively regulated, man is trained to learn and educate

Man, a being that is biologically deficient

• In comparison to animals, man is quite poorly equipped from a biological point of view
• The German philosopher and sociologist Arnold Gehlen (1904-1974) therefore refers to man as an
unspecialized biological defect system
• Man is an unspecialized biological defect: oraganically unpeialized – organically unfinished – instinctively
reduced ability to act Struktu of the cerebrum = culture Consequences for the possibility and necessity of
learning and Erziehung_
• Organic lack of speciality and ineptitude of man as well as the special structure of the brain enable the
enormous learning capacity and eupgability
• The ability to use its organs in many ways must be developed through learning and education
• Intellectual abilities do not unfold by themselves, but need inspiration and learning help from outside

The human being, a way that comes into the world too early
• two typical forms of birth:
• nest stools, who are born after a short Tragzeit in a completely helpless state, with still closed sensory organs
and unable to move
• Nest refugees, whose development in the womb takes much longer, who the newborns have functional
sensory and movement organs
• Man is an exception: his sensory organs already function, but speifish human behaviors such as upright gait,
language and insightful thinking and acting,
• The Swiss biologist Adolf Portmann (1897-1982) therefore characterizes the peculiarity of the human birth
state as helpless nest refugees
• Conclusions:
• the first year of life is assigned a key role in education. The basis is the establishmentof a bond of
understanding of the educational and

eeribility of man
• Man, a being of my mind and reason
(consciousness, reason, memory, conceptual language, judgment and reflexiosis)
• Man, a cultural being: Culture is the product of man The human being is a product of culture The man, creator
and creature of culture
• The human being, a social being
•Cultural points of face
•Social considerations(life in culture, but ignorance of the respective cultural way of life – coexistence in groups
and institutions, but ignorance of the "rules of the game" of coexistence
Consequences of lack of and inadequate education
• What happens if there is no awareness or inadequacy?
• Infants and young children need a firm bond with a reference person so that they can live out their curiosity
• If a reference person is missing or does not establish a relationship with the toddler, there is no self-
confidence in him, which is the prerequisite for further healthy development/
• Research on this has become known as the theory of attachment
• John Bowlby (1907-1990, British paediatrician) and Marz Ainsworth (1913-1999,
• In the German language area, the theory of bonding became known through studies of the couple Karin
(1942, graduate psychologist) and Klaus E. Grossmann (1935, diploma pschologist)
• A reference person is a person who is in a closer positive emotional relationship, in a bond
• Relationship is characterized by a positive emotional attitude of the reference person towards the child• Safe
and uncertain bonding
• Positive feelings lead to a secure bond
• Need for bonding and exploration are in a mutual dependency
• If the toddler does not have positive experiences with his reference person, he has a mental insecurity and
develops an insecure bond
• The "specific bond" according to Ainsworth
• 3 main types of bonding quances: Uncertainly ambivalent (or annoyingly negative)
• Safely bound
• Social deviant behavior in case of inadequate education
• Insufficient, failed or lacking education and often means that children and young people develop socially
different behaviour
• Socially inadequate behaviour occurs when an individual does not or does not meet the requirements of
regulated coexistence. No longer justice and there is always considerable and relatively permanent difficulties
for the individual and-or his environment
• Lack of inadequate education leads to the endangerment or prevention of the incarnation such as

feral developmental disorders of socially deviant behavior

•(e.g. Kaspar Hauser; unsafe bond, lack of self-assurance, the extraction of new explorers is beused, if not
prevented; the individual is denied the requirements of the sledging of socially deviant behaviors ns not
fair)•And illustrates the need of man for learning and education

Unit 3

Childhood Studies
• Philippe
Aries 1960 Extensive study:
• up to 16th century -Idyll for children, without pedagogical dressage
• Lloyd de Mause 1977 Counterstudy:
• - no golden time - abuse
• 16 Century: Beginning of responsible parenting
• Knowledge gap in the MA still small
• Childhood is now again on the back of the scale – Neil Postmann 1982
• 17 Century: Difference between congenital and acquired characteristics
• Term "detoiletion"
• 18 Century: Kinderss Children's Literature (Citizens)
Educational Pszchology of Socialization
• Socialization- Socio-Cultural Birth
• Socialization – Education
• Experiment (Harlow and Harlow 1962) Rhesusaffen
• Longitudinal Study (Skeels and Dze 1965) Orphanage
• 14th century experiment (Stauferkaiser Friederich II)
•"wild children"

Early emotional attachment

•The development of congenital emotional events
• The differentiation, and hierarchicalization of emotions
• The structure of emotional patterns
• The competence to causally assign emotions to external processes
• The building of inner representations of persons
• Universality of binding behavior (attachment)
• The binding behavior as biological program

Anaclitic depression" After pointed

• The "anacical depression" according to Rene Spitz
• 1945: with deprivation of the reference person and lack of affective-emotional attention, a syndrome develops
neg. Consequences, including:
•atic-depressive conditions, bizarre stereotypical movements, high susceptibility to infection, stagnation of
linguistic, psychological, psychological and cognitive development
• Critical period: I: year of life• Longer than 5 months – irreversible impairments
• Anaclicative depression – depression
• Pinnean 1955: activity of the child has a significant influence on the extent of seperation damage
• mild irritations

"inner working modles" after bowlby

• Bonding takes place between 6-14 months (critical period)
• Crime and psychopathy – high association with maternal deprivation
• Anxiety-ridden relationship – problematic attitudes in relationships
• Abluaf of children's psychic reactions
• Protest
•Desperation
• Apathy The

"specific bond" according to Ainsworth

• 3 main types of bonding qualities: Annoyingly negative)
• Safe Bound
• Influence of parents the quality of education is high
• Exploration behaviour
• Four phases of attachment development:
•Intial phase• Phase of the emergence of specific bonds
• Phase of established specific bonds
• Phase of the corrected partnership
Differences of the bond research
• Negative experiences in early childhood- cause permanent psychological damage only if they occur again in
development or are at all permanent
• Effects of the behavior of the first reference person often change significantly in the adolescent mouth and
olescence due to new experiences
• Vulnerability, irreversible disorders are not the rule
• The occurrence of later behavioral disorders is significantly influenced by additional and further psychosocial
disorders
• Prizip of equifinality
• 1) Mother as a source of stimulation and encouragement to new activities
• 2) Mother as a source of emotional affection and strengthening of social behavior
• 3) Mother as mediator of motives, e.g. to explore the environment and to have a targeted influence on it
• In every practiced form of care, the fulfilment of these functions should be taken into account

Self-concept- Selfworth
• Binding and self-concept are closely intertwined, especially in early childhood
• Self-concept: general system of attitudes (cognitive and emotional) to oneself
• Self-esteem: sum of the positive and negative self-assessment- affective aspect of the self-concept
• Various factors are decisive for evaluating self-assessment
• The way in which one's fellow human beings are experienced
• The presumed assessment of one's own person by others
• Willingness to self-criticize
• Self-determination with regard to the goals that are pursued
• Alfred Adler in particular emphasize the close relationship between mental health and self-esteem/inferiority
•Coping strategyLinks... in powerpoint

Unit 4

Basics and tasks of educationCharacteristics of education

• The term "learning"

• Changes in experience and behaviour are brought about by
• Developmental changes in the development of maturation and learning
• Other changes such as maturation, stress, drugs, cancer, etc.
• Cause/trigger of the learning process - Learning as an unobservable process result- The learning process:
showing a new or changed behaviour and/or learning
• Characteristics of the term "learning"
• Learning precints, if it is a change in behaviour and experience
• The change in behaviour and experience leads to the emergence of new experiences or changes in existing
experiences and behaviours
• Learning is a process that is not observer
• This changed behaviour must be relatively permanent
• The change in behaviour and experience is due to experience, so it is not organically conditioned
• Learning involves the process of appropriation, processing and storage of Information

Education as a mutual influence

• Education takes place
between
• Educators- wants to bring about and support certain learning processes
• To educate/educate – to carry out certain learning processes
• Education takes place between
•adult and and educators/educates
• Mutual influence and control Education as an issue of

information
•Social communication
• Symbolize Interactionism Education as

Anintended Learning Aid

• Educational objective
• Educational objective
• Educators (certain actions) - mutual influence, exchange, mediation and inclusion of information - to educate
(relatively permanent change of behaviour and experience)

Education as social action

• Action means any human activity with which a certain
intention, a particular goal is pursued, a particular goal is pursued
• Education is social action, which is in the interpersonal contact of educators and educators The term
"education" takes place
• Essential characteristics of
education
• Education is intentional learning aid
• Education is targeted
• Education is social action
• Education is social interaction
• Education is social communication• Special interpersonal and personal relationship Idea of

e-education• Education as
"conscious influence"• Education as "leave of mind"

Authority in education•
Authority: the holding of social power and influence over one or more persons•Real authority• Arbitrary
authority• Article "Authority in school day"

Aurority in everyday school life

• is authority a personality of certain teachers?• Or does the term characterize a special one of the terms a
special relationship between leherlnnen and pupil-born?• Is it at odds with notions of democratic education
when teachers have authority?• How can a pedagogically conducive authority be built that has nothing to do
with autotitistic behavior?

Tasks of education
• Education as intended help to learn culture • Education as intended help to learn social behaviour (social
value, social norm) • Socialisation• Learning the value and norms • Training of attitudes• Taking on social roles•
Forming conscience•Education as intended help Building personality• Education and

trainingbetween individuals and society

• The term "education"
• Education and training
• Learning and education are necessary and impossible
• therefore man must learn – leads to (enculture, socialisation, personlisation)
• therefore man needs education – (enculturation aid, socialisation aid, personlisation assistance)
• has the consequence: education

Unit 5

The concept of education according to Horkheimer and KlafkiEducational concept

• How do you experience education?

• How do you want education?
• What do you expect from your studies?
• Better economic, social possibilities, career
• Longing for the richer development of human facilitiesEducational concept according to Max

Horkheimer (1895-1973)
• Forming the raw original nature
• Careful, preserving transformation of nature= natural properties leave intactthe transformation of the raw
primitive

nature
• Outer Nature (Environment): Interaction of I and the World – Subject forms by shaping the outer environment
• Inner Nature (inside):Unfolding, preservation, depletion of already existing natural forces

Formation
• Is there still an unformed nature?

Crisis
• There is no unformed nature in the external environment or in the inner world
• Technologicalization and industrialization have completely transformed these

• Nature is undone, not cherished, but negated

• What could this mean?• Destruction of the external nature -
• garbage, climate change
• Destruction of the inner nature in the service of economic and community needs --
• e.g. when sellers are trained in smiles
• What are the consequences of this destruction?
• Can nature be completely destroyed?
• Suppressed nature
• Suppressed nature
• Destructive impulses
• Destructive impulses
• Natural disasters
•g•
Preserving the transformation of nature
• Culture • False education
• Destruction
• Consequences and connections are not perceived, taken into account
• Education is confronted with destructive and aggressive energies
• -- Education as a careful, promotional environment of inner nature becomes difficult

education
• Is knowledge alone education?
• Is knowledge oh consideration for social conditions alone Education?
• Education is:
• Losing oneself completely to another object --
• Refinement of one's own abilities
• Deflating human facilities
• Caring for the community, improving the social skills. Over-the-top circumstances, responsibility for society
• Education never takes place with itself ---
• But always with others
• Education is not a devotion to any subject, any thing, but rather the connection of this thing with the social
whole concept of education according to Wolfgang

Klafki (1927-2016)
• Klafki tried to develop a contemporary concept of general education
• Education as a general education
• Education as a context of three basic abilities
• Concept of empowerment
• Participation
• Improvement of the social whole
• Solidarity
• Cohesion

General education
• Education for all : Education in the medium
of general: Education in all basic definitions of human interests, skills
• Opportunities= glechheit: selection of educational counters= standing: Balance, mutual complementarity
• Reduction of selective factors in education
• Canon problem-- Plurität con Weten and knowledge forms
• Wide range of subjects access, activities, selectable priorities
• All should have the same possibilities for developing their skills
• Canon of compulsory knowledge – Impossible
• Expansion and intensification of common educational institutions
• Key problems --- What is all --- problem canonlinks ---- powerpoint
 unit 6

Educational concept according to Wolfgang Brezinka (b. 1928)

• What distinguishes educational action from other actions?

• Primarily by the purpose of the person acting
• He wants to produce a certain effect in another person
• -> mithuman or social action

•Action in the educational sciences in general refers toa deliberate, purposeful action
•His actions are based on anintention, or an intention that distinguishes it from mere behavior
• In social action, this intention is directed at other people
• -> the processing of a wooden board is not a social act

• Of course, not every act could be described as an educational act

• Education is social action between two persons who are not equal to each other but take two distinctly
different positions
• -> that of the educator
• -> that of the Educanden

• The aim of an educational act is to produce an effect in the Educanden

• ->Education as a causal Cause-to-effect ratio
• ->Education as an influence on mental disposition
• -> Education as value-oriented action

• Problems:

• ->the psychic dispositions that the educator tries to influence are not directly perceived, but only indirectly
developed
• This limitation also applies to pedagogical intentions as an indispensable feature of educational action

• If what makes any action an educational one is the intention underlying this action, it follows that it can never
be seen in the action itself, whether it is an educational one or not.

• And even if one were to question the educator, one could hardly be sure whether the answer really reflects
the intention that underpinned his actions, or whether this answer is not a retrospective justification, a
rationalization of his actions.

Example:
• The notion of education as an intentional act means that a given act can never be determined as an
educational one with certainty, since one can never know what intention actually underlies it.

Another problem:
• The notion of education as a cause-and-effect relationship assumes that the educational activity understood
as the cause corresponds to a certain effect within the hegling

• -> but now it is quite conceivable that this effect will not occur at all

• -> there are thereforeobvious causes without effect

• Conversely, social actions of adults towards children are also conceivable, which are free of any educational
intention and nevertheless produce effects or influence the structure of the children's psychological dispositions

• The question is therefore whether it would not be more sensible to free the concept of parenting from the
strict cause-and-effect model that Brezinka considers indispensable
• Possible proposal:
• ->Distinction between an intentional
• -> and a functional concept of education
• A functional concept of education, however, comes close to the concept of socialization -> there is therefore a
strong evidence of Brezinka's limitation to intentional action A third

problem:
• Education as a subject-object-realtion
• ->with what right Brezinka restricts the question of intentions. and purposes on the side of the educator and
neglects the intentions and motives of the Educanden, who is not a willless piece of nature or mere object, but a
subject with desires, interests and goals?

Educational concept according to Friedrich W. Kron (1933- 2016)

• Education as symbolic interaction
• Education as an intentional process (socialization) directed at the individual as opposed to socialization
(socialization)
• Education as role-acting
• -> human action directed at human beings does not take place according to purely random points of view, nor
is it entirely at the discretion of the individual acting, but it is based on specific role specifications

• These role specifications are not defined, however, but are produced, reproduced and confirmed or even
altered by the participants in their actions, their interactions or even changed
• Because this action is mediated by language or other symbol systems, the theory of symbolic interactionism is
called

• In the process of education, not only the intentions and purposes of the educator are important, but also the
needs and desires of the educator
• ->and therefore the educator cannot help but refer in his actions to these intentionsof his counterpart
• This is especially true if the educational intention breaks down in that of the Educanden, i.e. when the
intentions of the educator conflict with the interests of the child.

• According to Kron, the concept of education refers not only to the process of one-sided influence of an
educator on the psychic dispositions of the pupil, but also to the process of interpretation and reflection of such
intentions, which is associated with the justification and negotiation of rules

• The monopoly position of the adult is thereby relativized and the hierarchical relationship is at least
temporarily suspended
• Education cannot be considered a one-sided cause-and-effect relationship.
• Education seems to be an intersubjective relationship that tends to eliminate the asymmetry it enclists:

• The question remains:

• Whether this definition should apply to all situations known as education?
• Is educational interactions really always about reflection, justification and negotiation of rules and norms?
• Then, for example, the simple granting of a ban without lengthy justifications would not be a process worthy
of the name of education

Unit 7

Learning Theories: Empiristic-Behaviorist Approaches

•People are shapedby experiences
• It is the countless experiences made in everyday life that, according to the empiric-behaviorist view, make an
individual what it is

• Human beings therefore have no natural inner essence forces

• Rather, they are first born as an undescribed leaf (tabula rasa) on which experiences then give their
impressions leave behind

•A person's experiences can be divided into different categories, each leading to different forms of learning:

• The experience that some stimuli (e.g. doctor, syringe and pain) usually occur together leads to learning
through classical conditioning
• The experience that one's own actions (e.g. eating with a spoon) is more or less successful leads to learning
through surgical conditioning
• Experience of how other people develop in certain ways. Behavioural situations (e.g. turning on the TV) leads
to model learninglearning through classical

conditioning
• Classical conditioning is based on an already existing link between a stimulus and a reaction. This stimulus is
called the unconditioned stimulus, the reaction to it is called the unconditioned reaction.
• If the unconditioned stimulus is often combined with a neutral stimulus, this neutral stimulus then leads to
the same reaction as the unconditioned stimulus.

• The originally neutral stimulus is then called the conditioned stimulus

• The reaction caused by the conditioned stimulus is called the conditioned reaction

• Stimulation generalization
• Irritation discrimination
• ExtinctionPedagogical application of

classical conditioning
• Many emotional reactions observed in everyday life can be characterized by classical conditioning can be
explained.
•For example, if a child experiences that the doctor gives him a syringe and that this hurts, then the sight of a
syringe can be associated with pain and trigger an anxiety reaction.
•Similarly, the emergence of school anxiety can be explained.
•However, classical conditioning can also create positive emotions. Depending on your interests and abilities,
staying in the sports hall, the music room can be associated with attractive activities and pleasant feelings.

Learning through surgical conditioning

• When an individual shows unconditioned or conditioned reactions, they respond to specific stimuli.
• Burrhus F. Skinner (1904-1990), like Watson, a key representative of behaviorism, has therefore described
such reactions as "responsive behavior". Humans and animals not only react directly to stimuli, they also show
spontaneous behaviors that are not a recognizable reaction to external stimuli. For these behaviors, Skinner
coined the term "operatic behavior."

• An experience-dependent change (conditioning) of the operative behavior is called "operate conditioning".

• Processes of surgical conditioning were already investigated before Skinner under the name "instrumental
conditioning".
• Important work on this subject was carried out by Edward L. Thorndike (1874-1949).

• Thorndike experimented with cats and studied their learning processes while trying to get out of a cage.
• Cats in the problem cage
• Law of effect• Law
of exercise

• Stimulation generalization
• Irritation discrimination

• Extinction
• Needs-based differentiation of amplifiers
• Reinforcement plansEducational application of

operatic conditioning
• From an empirical-behaviorist point of view, pedagogical situations should be designed in such a way that the
probability of desired behaviour is as high as possible and the probability of undesirable behavior is reduced as
low as possible.
• Contrary to the assumed by pure behaviorism, learners not only react to stimuli, but are rational, thinking
beings. It is therefore appropriate to tell them exactly what they expect and what they are being strengthened
for.

• Drill and Practice

• Today, however, a drill and practice course with precisely planned small learning steps is no longer regarded
as pedagogically adequate, as this does not take sufficient account of the active, constructive nature of human
learning.

• What is the point of strengthening?

• How much should i strengthen?

• When should I strengthen?

• What should I allow?
• Who sets the rules of amplification?
Unit 8
Learning Theories: Empiristic-behaviorist approaches

Learning through Observation: Model Learning

• People are social beings and observe the behaviour of their fellow human beings.
• For an individual, this model character may be.
• If the individual already masters the observed behavior, observation can stimulate or inhibit one's own
behavior
• Model learning is a process in which an individual acquires the competence to perform actions by observing
the behavior of others

• Albert Bandura (1965): acquisitionof competence through observation

• In an experiment, children saw one of three variants of a Films:
• Variant A (adult beat plastic doll, without consequences)
• Variant B (consequence: praise and sweets)
• Variant C (consequence: rebuke and admonition)

• After the film, the children were taken to another room, where the plastic doll stood alongside other toys
• The children of the A and B groups were significantly more likely to behave aggressively towards the doll than
the children of the C-group
• However, when the children were explicitly asked to show what they had seen and were promised a reward,
the children of all three groups showed the same level of aggressive behavior

• Model learning is the subject of the social-cognitive learning theory advocated by Bandura
• This theory also assumes that learning is based on experience
• It is no longer behavioral, but cognitively oriented
• Bandura distinguishes between competence acquisition and performance acquisition of competence

• Attention, memory processes

• Reinforcement has informative function
• Strengthening the behavior of a model increases the likelihood that an observer will follow this model
• Skilled, warm-hearted and sympathetic people are more often chosen as models than people with the
opposite characteristicsPerformance

• Actual execution of learned behavior requires motivation and skills

• Strengthening model behavior increases the observer's willingness to perform the learned behavior
• Strengthening of model behavior thus also promotes performance
• Performance is also promoted by strengthening observer behavior
• In unknown and unstructured situations, individuals are more likely to mimic the observed behavior
• Anxious individuals are more likely to orientate themselves on the behavior of a model

Educational applications
of model learning•

Learning through observation of other people is so ubiquitous that it is often overlooked

• General educational goals such as helpfulness, autonomy and social adaptation are often learned by parents,
teachers, siblings implicitly acting as "models".
If a child's friend finds recognition for collecting for the Animal Welfare Association or helping the elderly, the
child will also show more altruistic behaviour
• If a child who is afraid of dogs is playing with a dog without fear, the observing child will also show less fear of
dogs

• By strengthening the model

• Taking over the model at another level
• Model learning it is not just that a behaviour is taken over in concrete terms. Orientation onthe model can
also take place on a more abstract level
• E.C. Albert Schweitzer as a role model -> so I don't necessarily have to become a doctor and go to Lambarene,
but can also help

the poor and the sick in other ways

• Eine teacher has the following problem in her class: When she asks the students something, many
immediately shout out the answer without coming forward and waiting for them to be called.
What could it do?

• In the special school, a child with learning disabilities has problems with running games, where one has to
walk from one place to another. It runs random routes, bounces up and down wildly and for no discernible
reason. The other children become confused and the teacher has difficulty maintaining the order required for
the game.
• What are the possibilities for the teacher to solve the problem?

Unit 9
Learning with joy, a lifetime
Only what is important for a living being can be learned
• All living beings are able to learn something
• But a living being does not have to be able to learn everything, but only what is important in its respective
world for its well-being and the safeguarding of its descendants
• It must be able to perceive when something changes in the outside world or in the inner world, an
incoherence has arisen, so that something is no longer as it should be, so that it should be well.

• All living beings are able to learn something

• But a living being does not have to be able to learn everything, but only what is important in its respective
world for its well-being and the safeguardingof its offspring
• It must be able to perceive when something changes in the outside world or in the inner world, if an
incoherence has arisen, so that something is no longer as it should be in orderfor it to be well for it to be well-
must be used
• Can and stabilize
• If a living being can do all this, it remains alive, if it does not succeed, it dies
• No living being remains as it was when it came into the world

• A living being that would always remain as it was at the beginning can only survive where its worldof life no
longer changes
• Such a constant world of life does not exist , however
• Because only by living a living being, it also produces specific activities and effects and thus already changes
own world of life

• Therefore, every living being must also change in the course of its life and it can only do so by learning
something
• So it is not a question of whether individual cells, multicellular organisms or social systems consisting of many
individual individuals can learn something, but about what they are able to learn
• And this is very different, simply because for each cell, every organism, every social system, something else is
important.

• So the really interesting question is: who or what determines about it or is it decisive for what is learned from
a living being?
• It cannot be any change in the exterior if it cannot penetrate into the interior of the living being and there can
cause a disturbance of its hitherto maintained internal order, its coherence
• If everything can remain as it is, then nothing has to be learned

• The change in the outside must lead to a noticeable disturbance inside or without external reason in the
interior
• The resulting incoherence must not be caused by an already created and effectively functioning reaction
pattern, i.e. automatic compensation or can be eliminated

• The internal disorder must therefore persist for a certain period of time, must gain sufficient significance for
the living being.
• So what is important for a living being is only what prevents it from remaining as it is
• A further development of the previous knowledge and ability is not triggered by the fact that a change occurs
in the outer world, but by the fact that something changes within the living being that does not occur with the
reaction patterns developed up to that time. can be compensated

• It is not the phenomenon perceived by a living being, but the effect triggered by this perception within it,
which sets in motion a corresponding learning process.

• The extent of the changes triggered inside depends on the reaction patterns of the living being and how
efficiently it can activate and use these patterns

• However, this in turn depends on the respective previous experiences, which have already been able to solve
similar problems and anchor it inside as a reaction pattern.
• It is not the problems that are learned, but the solutions
• The solutions are important, not objective and equally important for all, but only for the living being in
question.
• Therefore, all learning processes are characterized by the subjective attribution of significance
• And that is why nothing can be learned that is meaningless for a living being

Learning means establishing relationships

• Learning begins before birth:
• The very first networks we stabilize are the ones we need to regulate our own bodies
• The first excitation patterns that arrive and are built up in the nerve cells come from the body
• The brain structures itself based on the signaling patterns coming from the body

It must go under the skin:

• The brain learns only what it considers important
• Every time we discover something that is important to ourselves, it goes under the skin, and it comes to the
brain to activate the emotional centers
• This releases neuroplastic messenger substances that act like "fertilizers" and stabilize all the networks in the
brain that have helped solve the problem

Brain training through playing

• Playing is potential development
• You can only learn something sustainably when it is emotionally charged, i.e. it is a joy
• Only when the emotional centers are aroused will neuroplastic messengersubstances (catecholamines,
endorphins, oxytocin) be released, which cause the nerve cells to produce the proteins they need to form new
processes and forge new contacts or existing ones.

Obstructive firm beliefs

• Attitudes, inner beliefs (meta-experiences) are created by processes that go under the skin
• These attitudes determine what we perceive in the world, what is important or unimportant to us, and what
we are enthusiastic about
• They ultimately determine how our brain strains
• Because they are linked to feelings, they cannot be changed by good advice or explanations

Failure due to negative reviews

• No child fails in itself, but always fails in the assessments, the measures and the wise advice of others

Encouraging others to have better experiences

• Ignite a spark in the other
• A relationship culture on an equal footing

Unit 10
The Influence of Parental Socialization
• Socialisation: the process by which children acquire the values, skills and behaviours that are considered
appropriate for their present and future role in their respective cultures
• Parents can influence their children's development through socialisation in at least three ways
• 1. Parents as direct teachers: Parents can teach their children skills, rules and strategies directly
• 2. Parents as indirect socialization bodies: Parents indirectly socialize their children in the context of everyday
interactions.
• 3. Parents as Providers of opportunities: Parents are the managers and arrangers of their children's
experiences and social lives.

Educational styles and practices

• Parenting styles: parental behaviors and attitudes that determine the emotional climate of parent-child
interactions, such as parental responsiveness and their level of requirements
• To understand the impact that parents have on children's development, researchers have identified two
dimensions of parenting style that are proving to be particularly important:
• Responsiveness and requirement

• 1. The level of parental warmth, support and acceptance versus parental rejection and indifference
(responsiveness), and
• 2. The level of parental control and requirement

• Pioneering work on parenting styles was presented by Diana Baumrind, who distinguished four parenting
styles basedon the dimensions of support and control:

•Authoritative,
• authoritarian,
• Permissive,
• and neglectably rejecting

• Authoritative parents tend to make demands, but also to respond to the child and to be warm-hearted
• They set clear rules and limits for their children, but within these limits they give their children considerable
autonomy and do not restrict them
• Baumrind found that the children of authoritarian parents are often competent, self-confident and popular
with their peers.

They also exercise strong control and high demands, expecting their childrento follow instructions without
questions or explanations
• Children of authoritarian parents generally have relatively low social and school skills, they are unhappy and
unfriendly and have low self-confidence

Permissive parents respond to their children's needs and desires and are lenient with them. They are not
conservative and do not require their children to regulate themselves or act appropriately.
• Your children are often impulsive, lack self-control, and show weak school performance

represcharmless
• Parents are uninterested parents who place few demands on their children and also react little to them.
• They do not limit their behaviour and do not control it, they do not offer their children support.
• Children who experience a reluctantly neglecting parenting style often have disturbed bonding relationships
as an infant andhave problems in their relationships with their peers in later childhood

• The effects of different parenting styles vary somewhat depending on ethnic or racial groups:
• An authoritarian E. in African-American children was not associated with negative developmental outcomes,
which It was the case for Euro-American children, but was associated with positive consequences

• Possible explanation: these parents feel more than other parents the need for authoritarian control to protect
their children from danger, these children may recognize that the control practices are motivated out of
concern, and therefore react positively

How children influence parental behavior

• The strongest influences on parental parenting style include their children's characteristics such as
appearance, behavior and attitudes
• Attractive earthly citizens trigger more positive reactions among adults
• Possible evolutionary explanation: Parents are motivated to invest more time and energy in offspring that are
healthy and genetically fit and thus have a high probability of survival

Child's behaviour and temperament

• Disobedient, angry and challenging children make it harder for their parents to use an authoritative parenting
style than docile children
• Causes: genetic (temperament)
• Children can learn recalcitrance through such interactions with parents
• An additional complication factor is that children's behavior is influenced by how they affect their parents'
attitudes perception

socio-economic influences on parental behavior

• Parents with low socio-economic status are more likely to educate their children authoritarianly and punitively
than higher-income parents who offer a more accepting and democratic education
• Some of these differences are related to parents' different beliefs and values
• Parents from low-income families attach great importance to conformity, while parents with higher social
status, their children are more likely to want their children to react self-directed and autonomously

Economic stress and parental behaviour

• Persistent economic stress is a strong predictor of parenting quality, family interactions
• Economic pressure increases the likelihood of marital conflict, which in turn increases the likelihood of parents
behaving uninterested or hostile to their children

• Possible assistance: supportive relationships with relatives, friends, neighbours or others that can contribute
material assistance, childcare, advice, recognition

questions and food for thought

• It is often assumed that the socialization of child behavior is a bidirectional process in which the parents
influence the behavior of the child and this behavior in turn promotes some socialization practices or behaviors
of the parents. Describe examples of bidirectional causation with regard to a the relationship between parental
punishment and child aggression, and b the relationship between parental use of punishment as a means of
control and children's self-regulation.

Unit 11

Basic Anthropological Orientations

• When forming an object, e.g. carving a wooden sculpture, the respective object properties must be taken into
account.
• This also applies to pedagogical activities, which can also be regarded as a form •

Influence depends onthis

• The extent to which the learner needs support
• And what laws can be used to achieve the goal

• The kind of pedagogical influence results from the pedagogically acting assumptions about the nature of the
development processesthat he wants to promote
• These assumptions are part of general perspectives on the nature of human beings, often referred to as
anthropological basic orientation

• Important basic anthropological orientations are

• Humanistic approaches
• Empististic-behaviorist approaches
• And action-theoretical-constructivist approaches

• Humanistic approaches
• Adopt natural inner forces in man that urge to develop
• The learner is compared to a plant and the educator to a gardener:
• The plant must be nurtured and cared for, but it basically grows by itself
• Development is mainly influenced by the inside

• Empiristic-behaviorist approaches
• The learner is regarded as an initially undescribed sheet on which impressions are formed only through
experience
• The educator is regarded as a kind of stimulus and reinforcement manager who arranges association and
conditioning processes in the learner
• Development is mainly influenced from the outside

• Action-theoretical-constructivist approaches
• Take a middle position, as they blame influences from within as well as from outside for development
• They see external influences primarily as culturally determined and development as an inferry into a particular
culture
• The educator takes ahumanistic approachin support of the

learner's actions
• The basic assumptions of the humanistic approaches go back to the classics of pedagogy from the 17th to the
19th century
• Reform pedagogy in the 1920s revisited and developed their assumptions

• Reform pedagogy
• Montessori pedagogy
• Waldorf pedagogy

Montessori Pedagogy
• In 1907, the first children's home, the Casa dei Bimbini, was founded in Rome by Maria Montessori
• In Germany alone, there are now more than 1000 daycare centres and hundreds of primary and secondary
schools working according to their principles

• There are more than 40 000 schools worldwide

• This makes the Montessori movement oneof the most successful concepts in the area of reform education

• Maria Montessori: Life and life

• Montessori was born in Chiaravalle in 1870
• In 1890 she began studying science at the University of Rome
• In 1892 she began studying medicine, graduating witha doctorate in 1886
• In 1897 she began to study the medical-therapeutic writings of the French physician and founder of the
therapeutic pedagogy Jean-Marc Gaspard Itard (1775-1838)

•Montessori was guided by two principles:

• Encouraging the children's initiative and their desire to do their own •And compensating for
disabilities by meansof specially created exercise materials

• Their research became practically relevant when she was offered to take over the management of a children's
home in San Lorenzo, a working district in Rome
• In 1909, Montessori conducted her first training course on her method and formulated her pedagogical
concept in her work "Il Metodo"
• Anthropological basic assumptions
• Polarization of attention
• Preparatory phase of undirected attention
• Concentration on a task
• patient practice in which the functioning is experienced again and again with joy

• The aim of pedagogy must be to develop the natural needs and forces in the children
• Normalisation
• Deviation

• Montessori assumed that there are certain receptivity for every age of development, so-called sensitive
phases, which must be taken into account in pedagogy, e.g. in the form of the corresponding development
materials

• Picture in powerpoint pg 20

• The absorbing spirit

• Inner blueprint

• Montessori development materials

• Exercises of daily life (e.g. lacing frames, water wear)
• Sensory material (colour panels, insert cylinders, touch boards, noise boxes)
• Mathematical material (pearl chains, blue-red rods)
• Language material (sandpaper letters)

• Picture pg 23

• There are also specialist lessons/courses

• Discussion seamand presentations
• Celebrations and celebrations

• Cross-curricular free work

• Exploration of nature through experiments
• Project work and excursions

• Criticism
• Emphasis in the field of mathematics, natural sciences and languages, which enables creative and artistic
activities to be would be neglected

• Emphasis on individual individual work -> neglect of community orientation or lack of an intensive teacher-
student relationship
• Religious dimension or basic idea of self-control, divine salvation plans (absorbent spirit, inner blueprint)

Waldorf pedagogy
• There are now more than 2000 Waldorf kindergartens worldwide
• More than 1000 Waldorf schools
• Also in-company vocational training centres, educational institutions as well as state-recognised private
universities

•Life and work

• Rudolf Steiner was born in 1861 in Kraljevec, Austrian Empire (today Croatia)
• At the age of 14 he even gave tutoring lessons in Latin and Greek, in which he himself had not been taught as a
real student.

• As a 23-year-old he worked with a family as a home teacher, where he taught a boy suffering from water head
so successfully that he could heal and later even become a doctor

• Steiner's pedagogical anthropology

• Between 1902 and 1912, Steiner developed anthroposophy, a comprehensive doctrine of the knowledge of
man and the cosmos
• Steiner was convinced that man is a tripartite being consisting of body, soul and spirit

• For Steiner, man is a citizen of three worlds,

• This division corresponds to the division of soul life into thinking, feeling and wanting

• According to anthroposophical view, man consists of four essence sines:

• The physical body
• The etheric •
The astral body
• The I-body

• Basic strains of pedagogy

• Class teacher principle
• Epochal lessons
• Large classes up to 40 students

• Many artistic elements

• Wide range of alternating craftsmanship and artistic works
• Abandoning grades, number certificates and sitting •

Abandoning textbooks
• Early foreign language lessons
• Many internships
• Annual work usually in class 8 and 12

• Class games as theatre projects

• Monthly celebrations
• Eurythmy

• Criticism:
• Adherence to traditions
• Verbal opinions as characterless words
• Prescribed dilettantism of self-government

• Links in powerpointUnit
12Moral thinking and
judgment
• Whether a particular act is moral or not, cannot be Simply decide by superficial considerations
• Think of a girl stealing food to care for her starving sister.

• Psychologists assume that the considerations behind an action are crucial to determine whether a particular
behavior is moral or immoral

Piaget's theory of moral judgment

• The basis for cognitive theories about the origin of moral ity is Piaget's 1983 book "The Moral Judgment inthe
Child"
• How do children think about moral matters and how does this thinking change with age?
• How can you tell if someone has internalized values and norms?

• The stage of heteronomen morality: at this stage, children consider rules and duties towards others as
immutable, given facts; Actions that do not comply with the rules and commandments of the authorities are evil
• At this stage, children believe that the consequences of an action determine whether it is good or bad

• The transition phase: According to Piaget, the period of about seven or eight years until the age of ten
represents a transition from heteronomen morality to the next stage,
• When playing with peers, children learn that rules can be set up and changed by the group

• The stage of autonomous morality: now the children no longer accept blind obedience to authorities as the
basis of moral decisions, they understand that rules are the product of social Interactions are and can be
changed
• They also take into account a person's motives and intentions when assessing their behaviour

• According to Piaget, all normal children move from heteronomen morality to autonomous moral thinking
• Individual differences in the extent of progress are due to numerous factors such as differences in children's
cognitive maturity or previous opportunities to interact with peers, as well as authoritarian Elements in their
parents' parenting style

The assessment of Piaget's theory

• In line with Piaget's belief that cognition plays a role in the development of moral judgment, there have
always been positive correlations with the level of moral judgment achievedin iq tests
•There is little evidence that peer interactions are inherently stimulatingmoral development, and it seems
plausible that the quality of peer interactionise is more important.
• Piaget underestimated the ability of younger children to understand the role of action in order to assess
morality

• Piaget's approach and its adoption of various stages of moral development formed the basis for recent
reflections and research into the development of moral judgment.
• The most important contribution was made by Lawrence Kohlberg's more complex and differentiated theory
of moral development

Kohlberg's theory of moral judgment

• Kohlberg grasps moral judgment by presenting hypothetical moral dilemmas to children and then asking them
about aspects that characterized these dilemmas.

The Heinz dilemma

• The most famous dilemma refers to a person named Heinz, whose wife dies of a certain type of cancer. A local
pharmacist had discovered a drug that could save her, but he demanded ten times the price of the production
price, which far exceeded Heinz's financial capabilities.
• Heinz borrowed money from all acquaintances, but only collected about half of the price. He told the
pharmacist that his wife would die and asked him to sell the drug cheaper or allow him to pay later. But the
pharmacist said, "No, I discovered the drug and I want to make money from it." This made Heinz desperate, and
he broke into the pharmacy and stole the drug for his wife.
• Should Heinz have done that? Was it right or wrong in the end? Why?

Kohlberg's theory of moral judgment

• Kohlberg distinguished three levels of moral judgment:
•
1) The preconventional level
• 2) The conventional level

• 3) The preconventional moral thinking is self-referential: it focuses on getting reward and avoiding
punishment
• 2) Conventional moral thinking is oriented towards social relations: it focuses on compliance with social
obligations and laws.
• 3) Post-conventional moral thinking is oriented towards ideals: it focuses on moral principles

• In accordance with Kohlberg's theory, people with better cognitive abilities and better education make moral
judgments ata higher level
• Children with higher levels of the ability to take on perspective than their peers also have higher levels of
moral judgment on criticism of

Kohlberg's theory
• Kohlberg's work proved very important because they demonstrated that there were relatively systematic age-
related evidence. changes in the moral thinking and judgment of children.
• Kohlberg's theory also provoked controversy and criticism:
• Although children in non-Western, non-industrialized cultures begin their thinking as is the case in Kohlberg's
classification system for Western children, their moral patterns of thought do not advance as far as their
Western peers
• Possible proclamation: in some societies, obedience to authorities, the elders, and religious commandments
are valued above the principles of the Freedom and individual rights
• Research has shown that children and adults often use higher and lower levels at the same time
• Your thinking does not follow an orderly progression along the stages, but also shows regression
• Consequently, it cannot be clearly stated that the development of moral thinking is discontinuous

Questions and food for thought

• Think of a current moral dilemma in your own life. What arguments and implications have you used to ponder
this dilemma? On what dimensions does it differ from Kohlberg's Heinz dilemma?

The reasonable justification of morality (I. Kant) text

• What can be considered good according to Kant alone and without restriction and why?
• What qualities are conducive to this goodwill, but have no absolute inner value?
• What is reason for?
• Use an example to explain the difference between inclination and reason
• Why does good will not need any imperatives, but the will?
• How do hypothetical and categorical imperatives differ from each other?
Unit 12

Moral development 2

Prosocial moral judgment

• Dilemmas: between advantage or convenience for oneself and justice or well-being for others
• Prosocial moral dilemmas
• Stories (e.g. Eric)

• Levels of prosocial behaviour:

• 1) hedonistic, self-centred orientation
• 2) Orientation to needs
• 3) Orientation to recognition and/or stereotype
• 4a) Self-reflexive empathic orientation
• 4b) Transition level
• 5) Highly internalised stage areas of social

judgment
• Moral judgments (questions of right and wrong, fairness, justice)
• Social-conventional judgments (sitting or regulations aimed at promoting social coordination and
organisation) •
Personal judgments (actsthat focus on taking personal preferences into account)
• How children apply social judgments

• Pictures in powerpoint pg 6 and 7

• Cultural and socio-economic differences The early development of

conscience
• Conscience: an internal regulatory mechanism that increases an individual's ability to meet standards of
behaviour that are considered binding in his culture
• Factors influencing the development of conscience

Prosocial behaviour
• Altruistic motives (the need to help others; initially only on the basis of compassion and sympathy; at an older
age guided by the desire to behave in accordance with one's own conscience and moral principles

• pictures pgs 11-14

• The development of prosocial behaviour

• empathy (empathy)
• Pity (compassion and concern for another person)

• The origins of individual differences in prosocial behaviour

• Biological factors
• Socialisation of prosocial behaviour
• Being a figureand sharingvalues
• Opportunities for prosocial activities
• Discipline and parenting style
• Television

Antisocial behaviour
• The development of aggression and other antisocial behaviour
• Aggression: behaviour aimed at harming or injuring others
• Instrumental aggression: aggression motivated by a desire to achieve a concrete goal
• Relationship aggression: aggression that hurts others by damaging their peer relationships

•Resistance to aggressive and antisocial behaviour

• Characteristics of aggressive and/or antisocial children and adolescents
• Temperament and personality
• Social cognition
• Reactive aggression (emotion-driven aggression intended as a backlash caused by perceptions the motives of
others as hostile)
• Proactive aggression (non-emotional aggression based on the fulfillment of wishes and objectives)

• The origins of aggression

• Biological factors
• The socialisation of aggression and antisocial behaviour
• Parental punishment
• Ineffective parenting •
Conflicts between parents
• Socio-economic status and antisocial behaviour in children

• The influence of peers

• Friends and the peer group
• Gangs
• Television and video games