Socialization and Education: Essays in Conceptual Criticism

By Wolfgang Brezinka; James Stuart Brice | Go to book overview
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"Models" in Educational Theories: A Contribution to the Clarification of Concepts

In the last few years the word "model" has been employed with increasing frequency in pedagogical texts. We read for example of "educational models," "educational planning models" and "model construction"; of "model instruction" and "instructional models," "didactic models," "scheduling models," "models of curriculum development" and "model curricula"; of "model conceptions," "model plans," "model awareness" and "model interpretations"; of "thought models" and "models of thinking"; of "Modell-Lernen" (imitative learning), "models of teaching" and "learning models"; of "model behavior" and "behavior models"; of "model schools" and "school models"; of "model experiments," "model projects," "model conditions," "model development," "model construction," "model building," "model planning," "model programs," "model methods," "model testing," "model implementation," "model evaluation" and "model accompanying research."

We come across books with titles like Analyses and Models for School Reform ( Analysen und Modelle zur Schulreform, Hentig 1966), Models of Modern Educational Policy ( Modelle moderner Bildungspolitik, Evers 1969), Theories and Models of Didactics ( Theorien und Modelle der Didaktik, Blankertz 1975), Models of Emancipatory Education ( Modelle emanzipatorischer Erziehung, Kerstiens 1974), Models of Instructional Methods ( Modelle der Unterrichtsmethode, H. Geissler 1977), Models of Pedagogical Understanding ( Modelle pädagogischen Verstehens

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