Metamorphoses of pedagogical autonomy in German school reforms
Continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection
Bibliographic Data
| ID | 19901163 |
|---|---|
| Authors | Martin Heinrich (0000-0003-0858-1551, Bielefeld University, corresponding author) |
| Year | 2015 |
| Volume | 2015 |
| Issue | 2 |
| Pages | 28563 |
| Publication date | 2015-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Nordic Journal of Studies in Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 2002-0317 • E-ISSN: 2002-0317 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.3402/nstep.v1.28563 |
| OpenAlex | W1960899037 |
| Language | EN |
| Citations received | 5 |
| References cited | 8 |
This contribution begins with an analytical differentiation of three different forms of autonomy that appear in the German educational research discourse. Based upon the Enlightenment’s proposal of an autonomous subject as the ideal objective, the pedagogical interpretation of this concept postulates the idea of the autonomous nature of the child, which is discussed in contexts of reformed pedagogy. In the pedagogical process, which is considered to be a dialectic process within the medium of autonomy and heteronomy, the inevitable result of the autonomous nature of the child is the autonomy of the teacher. Teacher autonomy appears necessary in order to handle the dialectical nature of this process. This freedom of the teacher is itself tied to the manoeuvring room institutionally provided within a given educational system. As a consequence, the autonomy of the school as an institution becomes necessary. After presenting these three different forms of autonomy, the article will discuss their continuities, discontinuities and synchronicities against the background of Germany’s various stages of educational reform in the last 40 years. This will be achieved through the means of brief insights into empirical studies on school planning development, school inspection and school profiling. Finally, the consequences of these different forms of relating to the question of autonomy for the discourse on school reform and school development are discussed
Autonomy · Dialectic · Enlightenment · Epistemology · German · Heteronomy · Mathematics education · Pedagogy · Political science · Profiling (computer programming) · Sociology · Collaborative Teaching and Inclusion · Computer Science · Educational Assessment and Improvement · Law · Psychology · Sociology and Education Studies
From reform to reform
Zu den Eigenlogiken rechts- und erziehungswissenschaftlicher Perspektiven auf Bildung – die Kommission Bildungsorganisation, Bildungsplanung und Bildungsrecht (KBBB) auf der Suche nach ihrem dritten „B“
Clarifying and fostering student autonomy in high-risk educational settings
The relationships between schools and the families of pupils coming from Arab countries in Europe. Focus on Italy, Germany, and Sweden
Comparing principal autonomy in time and space
| Citations per year | 0.71 |
|---|---|
| Citation span | 2019 - 2025 (7) |
| Highly cited | No |