Integrative educational research

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In the field of educational research, integrative educational research represents an approach that integratively brings together educational theoretical considerations and strategies of social research .

As a form of interdisciplinary research, interfaces between educational theory reflections and the operationalizable concepts of empirical social research are identified in integrative educational research. In this way empirical educational research based on educational theory becomes possible. This approach is integrative, as epistemological or educational theory reflections are linked with strategies of empirical social research in the form of interdisciplinary research:

  • The link back to educational theory positions enables the epistemologically based normative aspects of the concept of education to be opened up for empirical educational research.
  • With the help of social science methods, positions of educational theory can be empirically thematized and thus falsified, validated and expanded.

Epistemological dimensions of integrative educational research

With reference to Wilhelm von Humboldt , education is defined as a positively connoted relationship between self and world. The paraphrase “positively connoted” represents the mode of self / world perception: If the self / world relationship is shaped by fears, this is analyzed as a negatively connoted self / world relationship. A self / world relationship that is shaped by fear is “negative”, since it exerts pressure on the subject. If, on the other hand, the self-world relationship is defined through expectations of self-efficacy, it is analyzed as having positive connotations.

As a feature of education or as an educational feature, a positively connoted self / world relationship does not necessarily manifest itself reflexively. Education is experienced as a self / world relationship or educational experience is experienced aesthetically with positive connotations.

In order to conceptually grasp this experience of education or educational experience, Wilhelm von Humboldt falls back on the terms power and freedom.

Power constitutes education as a genetic form of becoming a subject. Power “drives” the individual who “develops” into a subject. In this process the person “enjoys” “most in the moments in which he feels himself in the highest degree of his strength and his unity”. The subject's power development takes place in or through freedom. Freedom enables the individual to develop an educationally appropriate self / world relationship:

“But, of course, freedom is the necessary condition, without which even the most soulful business cannot produce any beneficial effects of this kind. What is not chosen by the person himself, in which he is even restricted and guided, that does not pass into his being, that remains eternally foreign to him, he does not actually do it with human strength, but with mechanical skill. "

- Humboldt

Strength and freedom represent two characteristics or educational characteristics which allow the process of becoming a subject to become a positively connoted self / world relationship. The normative dimension of the concept of education lies in this interplay between strength and freedom.

Empirical dimension of integrative educational research

In terms of the interdisciplinary approach of integrative educational research, strength is identified with exploratory curiosity and freedom with expectations of self-efficacy. Exploration or exploratory curiosity can be defined as an innate anthropological constant. Exploration or exploratory curiosity manifests itself empirically in a curious, inquiring behavior towards the world. Expectations of self-efficacy are based on experience and trust in having sufficient skills that are required to be able to deal with and deal with situations appropriately. Education shows itself on the educational theoretical level in the interplay of strength and freedom and on the empirical level in the interplay of exploratory curiosity and the expectation of self-efficacy.

Central terms of integrative educational research

In various research projects, the approach of integrative educational research was tested using qualitative methods of empirical social research. In the course of this, empirically founded terms were developed in order to be able to grasp education as an empirical phenomenon in an analytically differentiated manner.

Educational context

Educational contexts are used to describe social constellations / situations in which education takes place. Educational learning can in turn be understood as learning in which the subject's options for action are expanded and in which the subject expands the “circle of his knowledge and effectiveness” by dealing with the world.

Educational learning

Learning processes in which individuals construct, strengthen or expand positively connoted self / world relationships are referred to as educational learning. Learning in educational contexts leads to an expansion of options for action. Educational learning is based on an exploratory curiosity that may a. it shows that subjects can develop a positively connoted understanding of themselves as actors in a social context.

Educational process

An educational process is a process or a longer, directed course of action in the context of which a development, reinforcement and / or expansion of a positively connoted self / world relationship takes place on the basis of strength and freedom / exploratory curiosity and self-efficacy. Educational processes represent longer-term learning processes that have forms of educational learning - i.e. the construction, expansion, reinforcement of a positively connoted self / world relationship through the development of strength / behavior or exploratory curiosity and expectations of self-efficacy in the course of learning processes.

Educational experience and educational dynamics

Educational experience is characterized by the fact that freedom and power are experienced emotionally: power is objectified in curiosity as “inner restlessness” (cf. Humboldt 1980, p. 253): “This is the origin of his striving to expand the range of his knowledge and effectiveness . ”The experience of the“ powerful inner restlessness ”(ibid.) Or curiosity requires a space of freedom: Man opens up the world in the process of becoming a subject. The concept of educational dynamics describes social interactions that have educational experiences. The term dynamics, which means force in ancient Greek, can be understood as the interplay of forces or elements / actors that shape interactions: When analyzing educational dynamics, the interplay of constellations or the form of interactions between actors is analyzed.

Educational space and constellations

Constellations unfold in a social structure. This social structure can be conceptualized as space. From a cultural and social science perspective, space can be understood as an analytical version of social relationships as a relational structure (constellations): The actors are in specific relationships with one another, for example in competitive or solidarity-appreciative relationships. The totality of the relationships in an interaction event represents the constellation. The constellation or the totality of relational structures of social relationships in an interaction event forms the space. When analyzing the constellations, it is important to ensure that indicators can be identified in these constellations that refer to the existence of education. Educational spaces represent a social structure in which educational dynamics take place: Actors interact with one another in such a way that positively connoted self / world relationships are constructed, strengthened or expanded and educational learning unfolds.

Media education and education-oriented media pedagogy

The integrative understanding of education was further developed as a media pedagogical model. In the course of this, an integrative understanding of media education and media competence was modeled. The normative dimension of education can be understood as a reference point for a value orientation of media education. Media education is defined by becoming a subject in and through an education-based engagement with media. An education-oriented understanding of competence defines competences as skills and abilities through which subjects are able to construct a positively connoted self / world relationship in dealing with the world, which is based on exploratory curiosity and self-efficacy expectations. An education-oriented media pedagogy achieves a process-related dynamic of becoming a subject in and through dealing with media based on educational experience by means of pedagogical concepts.

Educational didactics

Didactics is a sub-field of educational science that deals with the planning and implementation of teaching / learning processes. Didactic methods represent strategies with which teaching / learning scenarios can be conceptualized, implemented and evaluated. Educational didactics takes place in the performative design of educational spaces. An education-oriented didacticization of teaching / learning scenarios should enable the structuring of controllable learning situations or learning spaces, which enables educational learning and offers the learners challenging and at the same time solvable tasks as educational offers. Based on the empirical educational features of exploratory curiosity and expectations of self-efficacy, criteria for education-oriented didactics were developed. Five educational didactic criteria were identified, which are based on the educational characteristic self-efficacy experience:

  • Appropriate learning challenge: Learning challenges should enable a differentiation so that the learning challenges can be adapted to the individual competence level of the respective learner.
  • Meta-reflection: Opportunities for meta-reflection of one's own learning and experiences should be given.
  • Learning context: The learning challenges should be dealt with through action-oriented and production-oriented learning, so that the learners can experience themselves as self-effective in the participatory examination of the learning object.
  • Transparent structures: The learning space should be characterized by transparent structures through which the subject can develop his or her learning without any authoritarian outside control.
  • Learning support: The learning support should give positive and empowering reinforcement of the willingness to strive and the learning performance.

For the educational feature exploratory curiosity, two criteria of an education-oriented didactics were identified:

  • Participation in shaping the learning challenge: the learners should be able to contribute their intrinsic interest in knowledge in shaping the learning challenges.
  • Integration of intrinsic motivation: Through participatory, action and production-oriented learning, the intrinsic motivation should always be actively included and thus maintained.

Individual evidence

  1. ↑ a b c d e David Kergel: Qualitative educational research. An integrative approach . VS Springer, Wiesbaden 2018, ISBN 978-3-658-18586-2 .
  2. ^ David Kergel & Birte Heidkamp: Evaluation between subjectification and educational orientation. Considerations based on an example from e-learning practice. In: A. Weich A., J. Othmer & K. Zickwolf (eds.): Media, education and knowledge in the university . VS Springer, Wiesbaden 2018, ISBN 978-3-658-17073-8 , p. 71-97 .
  3. ↑ David Kergel: From becoming a subject to augmented reality. Research theoretical considerations on the educational space. In: A. Weich A., J. Othmer & K. Zickwolf (eds.): Media, education and knowledge in the university . VS Springer, Wiesbaden 2018, ISBN 978-3-658-17073-8 , p. 51-68 .
  4. ↑ David Kergel: Analyze educational constellations and design educational spaces. A method book for educational theory and practice. VS Springer, Wiesbaden 2019, ISBN 978-3-658-27038-4 .
  5. ^ Wilhelm v. Humboldt: Ideas for an attempt to determine the limits of the effectiveness of the state . Reclam, Stuttgart 2015, ISBN 978-3-15-001991-7 .
  6. ^ Wilhelm v. Humboldt (2010), p. 37. Ideas for an attempt to determine the limits of the effectiveness of the state. Stuttgart: Reclam.
  7. ^ A b Alison Gopnik: Little Philosophers. What we can learn from our children about love, truth and the meaning of life . Ullstein, Berlin 2009, ISBN 978-3-550-08788-2 .
  8. ↑ a b c Birte Heidkamp & David Kergel: E-Inclusion - diversity-sensitive use of digital media. Thoughts on a media pedagogy based on educational theory. Bertelsmann, Bielefeld 2018, ISBN 978-3-7639-5902-0 .
  9. ^ David Kergel & Birte Heidkamp: Research-based learning with digital media. A textbook. # theory # practice # evaluation. Waxmann, Münster 2015, ISBN 978-3-8309-3383-0 .
  10. ^ Wilhelm v. Humboldt: Theory of Human Education . In: Humboldt, W. v. (1980). Theory of the formation of works in five volumes. tape 1 , Writings on Anthropology and History. Klett-Cotta, Stuttgart 1984, ISBN 3-548-39084-6 , pp. 234-240 .
  11. ↑ Katia Tödt: Learner-oriented quality testing for educational events (LQB). Model and method. Bertelsmann, Bielefeld 2008, ISBN 978-3-7639-3625-0 .
  12. ^ David Kergel: Qualitative educational research. An integrative approach . VS Springer, Wiesbaden 2018, ISBN 978-3-658-18586-2 , p. 26th ff .
  13. ↑ David Kergel & Birte Heidkamp: Educational Learning 2.0 - Educational Learning as a Challenge to Media Education . In: H. Agenent, B. Heidkamp & D. Kergel (Eds.): Digital Diversity! Education and learning in the context of social transformation . VS Springer, Wiesbaden 2019, ISBN 978-3-658-26752-0 , p. 51-60 .
  14. ^ David Kergel: Qualitative educational research. An integrative approach . VS Springer, Wiesbaden 2018, ISBN 978-3-658-18586-2 , p. 36 f .
  15. ^ David Kergel: Qualitative educational research. An integrative approach . VS Springer, Wiesbaden 2018, ISBN 978-3-658-18586-2 , p. 156 .
  16. ↑ David Kergel: From becoming a subject to augmented reality. Research theoretical considerations on the educational space . In: A. Weich A., J. Othmer & K. Zickwolf (eds.): Media, education and knowledge in the university . VS Springer, Wiesbaden 2018, ISBN 978-3-658-17073-8 , p. 51-68 .
  17. ↑ David Kergel: Analyze educational constellations and design educational spaces. A method book for educational theory and practice . VS Springer, Wiesbaden 2019, ISBN 978-3-658-27038-4 .
  18. ↑ David Kergel & Birte Heidkamp-Kergel: E-Learning, E-Didactics and Digital Knowledge . VS Springer, Wiesbaden 2020, ISBN 978-3-658-28276-9 .