Business didactics

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Under Wirtschaftsdidaktik a work area which is business education understood what the conditions, processes and results of scientific enlightenment institutionally organized learning and teaching in the field of economic subjects and economic education has as its object.

Business education is defined as a theory of the educational preparation of people to cope with socio-economic life situations.

Definition, classification, delimitation

Didactics generally refers to the science of teaching, learning and teaching regardless of the learning or teaching content. Economic didactics falls into the area of special didactics , which deals in particular with individual areas of economics .

In a narrower sense, business didactics primarily includes the acquisition and application of practical skills in order to preserve knowledge and economic education and to process it accordingly. The acquisition or expansion of action competencies can on the one hand be targeted through learning and on the other hand not targeted through socialization.

Business didactics can be differentiated as follows:

  • Learning: acquisition or expansion of practical skills
  • Teaching: targeted support in acquiring or expanding knowledge
  • Communicate: Interpersonal connection between learning and teaching
  • Education: Normative action skills assessed as worthwhile

The core of economic education is that all individuals do business in an economy in order to make human life sustainable and to ensure a fair allocation of resources .

The main subjects of investigation in business didactics are the vocational school system (business education), general education and economic adult and further education. In this context, the areas of science, lifestyle and education are examined.

Categorical business didactics

Categorical economic didactics makes it possible to experience and understand economic processes and structures using selected categories. An attempt is made to use the comprehensive category system to capture the respective areas of reality in order to develop and depict the educational reality associated with them.

The main representatives of the categorical approach are Erich Dauenhauber , Hermann May and Klaus-Peter Kruber. The categories in business didactics serve to understand, adopt and acquire economic thinking.

Functions of categorization:

  1. Reduction function: disclosure of content structures and compression of knowledge
  2. Explanatory function: Facilitating economic understanding
  3. Transfer function: transferring economic knowledge to other situations
  4. Support function: durability of the categories (but not timeless)
  5. Sorting and keeping function: Learning aid for newly learned material with already known structures

Functions of business didactics

Economic didactics is understood as a reference science of economic education. The main function is, above all, the specification for effective economic action and communication. It informs them about the prerequisites and conditions for imparting economic competencies and institutionalized teaching and learning processes.

Typical functions of business didactics include:

  • Evaluation of specialist economic knowledge
  • Production of knowledge
  • Knowledge management
  • Metaproduction of knowledge
  • Mediation between different forms of knowledge (scientific, professional and everyday knowledge)

Challenges for business didactics

The following aspects are considered to be the challenges for the further development of business didactics:

  • Formation of information and communication technologies: Due to a lack of specialist didactic knowledge about (e.g. individual / collective everyday theories), general principles must be created and consolidated
  • New reference disciplines to which business didactics refers: Changes in the knowledge society give rise to new disciplines and paradigms that have to be reintegrated into existing knowledge.
  • Expansion of the economic didactic concept of knowledge: The sources of economic knowledge must be expanded in order to facilitate the acquisition of economic education.
  • Instrumentalization of knowledge: increasing and continuously changing demands on the subject didactic science require economic didactic criteria to counteract the change.
  • Business didactic knowledge management: strategy development to make business knowledge accessible

Area of ​​application: Economic and political participation

The main area of ​​application of business didactics is to prepare future human capital (schoolchildren) for participation in economic policy. The aim is to ensure an independent and responsible design of a democratic society. This includes preparation in the areas of private and political consumption, electoral processes (protection against dismissal, health insurance), and attitude to the market economy .

Individual evidence

  1. ↑ Business Didactics . Gabler Wirtschaftslexikon, accessed on May 3, 2017 .
  2. ↑ a b Dieter Euler, Angela Hahn: Wirtschaftsdidaktik . 2004, ISBN 3-8252-2525-9 , pp. 78 .
  3. ↑ Brockhaus Enzyklopädie (Ed.): Didaktik . 17th edition. fourth volume. FA Brockhaus, Wiesbaden 1968.
  4. ↑ a b Claudia Wiepcke: Handbook Gender Research and Subject Didactics . Ed .: Marita Kampshoff, Claudia Wiepcke. Springer VS, ISBN 978-3-531-18984-0 , chap. 22 , p. 300 .
  5. ↑ Steffen Markus Piller: Economics in Political Lessons - Economics, Economic Education and Institutional Economics . Ed .: C. Deichmann, I. Juchler. Springer VS, ISBN 978-3-658-10578-5 , p. 65-66 .
  6. ↑ Prof. Dr. Erich Dauenhauer: Categorical economic didactics . Münchweiler 1997, p. 20 .
  7. ↑ a b Reinhold Hedthke: Wirtschaftsdidaktik in knowledge societies . 2004, p. 8-11 .
  8. ^ Reinhold Hedtke: Economic didactics in knowledge societies . S. 11-16 .
  9. ↑ Marita Kampshoff, Claudia Wiepcke (Ed.): Handbook Gender Research and Subject Didactics . Springer VS, ISBN 978-3-531-18984-0 , p. 305 .