Wolfgang Sander (educationalist, 1953)

Wolfgang Sander (born July 18, 1953 in Frankfurt am Main ) is a German social scientist and educational scientist specializing in the didactics of political education .

biography

After graduating from high school, Sander studied in Giessen and Marburg with Kurt Gerhard Fischer , Wolfgang Hilligen and Wolfgang Klafki, among others . He completed his studies with the teaching examination for secondary and secondary schools (1976) and the doctorate to Dr. phil. (1980). In 1988 he qualified as a professor in the field of "Didactics of Social Sciences ".

After several years of activity in adult education , he took on a substitute professorship at the University of Passau in 1993/94 and from there in 1994 switched to the professorship for didactics of politics at the Friedrich Schiller University in Jena . In 1998 he accepted a professorship for didactics in social sciences at the Justus Liebig University in Giessen . He was on leave from 2008 to 2010 in order to be able to hold a professorship for didactics of political education at the University of Vienna .

effect

Sander was Hessian state chairman from 1985 to 1995 and second national chairman of the German Association for Civic Education (DVPB) from 1994 to 2000 and from 2000 to 2002 spokesman for the Society for Political Didactics and Political Youth and Adult Education (GPJE). Since 2009 he has been a board member of the Association of Interest Groups for Political Education (IGPB) in Austria. From 2002 to 2010 he was a member of the Scientific Advisory Board of the Federal Agency for Civic Education in Bonn and the Scientific Committee of the Georg Eckert Institute for International Textbook Research in Braunschweig . From 1997 to 2010 he was editor-in-chief of the specialist journal “kursiv - Journal für Politische Bildung”, since 2010 he has been co-editor of the “Zeitschrift für Didaktik der Sozialswwissenschaften (zdg)”.

The main focus of Sander's academic work lies in the history , theory and didactics of political education in schools and adult education as well as in educational and epistemological aspects of didactics.

Sander's position in political education

In the scientific specialist discussion on political education, he advocates a constructivist- oriented approach to didactics.
In an interview with Kerstin Pohl, Wolfgang Sander commented on basic issues of political education. For Sander it is initially a challenge in the current situation if political education is expected to convey certain values. On the other hand, one can only proceed successfully with further professionalization of the subject. According to his concept of politics, politics is the regulation of common affairs in human societies. What is political, i.e. what is in need of regulation, is controversial.
In politics lessons, the question of which content should be present should not be decided by a system of materials, but by the learning process of the addressees. Nevertheless, not all topics are equally suitable for revealing a political problem behind them. According to Sander, fundamental political problems can be identified which civic education should deal with.
The aim of political education should in particular be to demand skills. For the formation of political judgments, the criterion of universalisability, from the individual to the society, represents an appropriate direction of development of moral judgment. Actions themselves should not be prescribed, rather it should be enabled to act. In the case of action-oriented methods, it is necessary to switch from "lesson planning" to designing the learning environment. Methods that enable "political didactic diagnostics" are becoming more important (brainstorming, collages, four-cornered games, querying expectations and other sub-methods from the moderation method). Didacticians in political education should intervene more positively in the controversy about reforming the education system towards the education market and appear less structurally conservative.

Fonts (selection)

Political Education in School Subjects (Ed.). JB Metzler, Stuttgart 1985
On the history and theory of political education. General education and interdisciplinary learning in school. Schüren, 2nd edition 1989
Concepts of political didactics. Current status, new approaches and perspectives (ed.). JB Metzler, Hanover 1992
Profession and Politics. On the usefulness of political education. Newsreel, Schwalbach 1996
"What is decisive, however, is the change in perspective from 'lesson planning' to 'designing learning environments'." In: An interview book on political didactics, ed. Kerstin Pohl. Newsreel, Schwalbach 2004
Handbook of political education (ed.). 4th edition, Federal Agency for Civic Education, Bonn 2014
Diversity of perspectives in the classroom (ed., With Ludwig Duncker and Carola Surkamp). Kohlhammer, Stuttgart 2005
Digital media in primary school. A research project on general science. Newsreel, Schwalbach 2007
Politics in school. A short history of political education in Germany. Schüren, 3rd edition, Marburg 2013
Discover politics - live freedom. Didactic foundations of political education. 4th edition, Wochenschau, Schwalbach 2013

Web links

Literature by and about Wolfgang Sander in the catalog of the German National Library
www.civic-education.info, Homepage of Wolfgang Sander

Individual evidence

↑ Sander, Wolfgang. 2004. “The decisive factor, however, is the change in perspective from 'lesson planning' to 'designing learning environments'”. P. 231.
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 232
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 233.
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 234.
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 235.
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 236.
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 237.
↑ Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 239.

personal data
SURNAME	Sander, Wolfgang
BRIEF DESCRIPTION	German social and educational scientist
DATE OF BIRTH	July 18, 1953
PLACE OF BIRTH	Frankfurt am Main

[1] Sander, Wolfgang. 2004. “The decisive factor, however, is the change in perspective from 'lesson planning' to 'designing learning environments'”. P. 231.

[2] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 232

[3] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 233.

[4] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 234.

[5] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 235.

[6] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 236.

[7] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 237.

[8] Sander, Wolfgang. 2004. "The decisive factor is the change in perspective from 'lesson planning' to 'designing learning environments'." P. 239.