 |
Educational theory is dominated
by a mode of thinking which asks for the essence of a matter.
As an alternative, a relational mode of thinking is proposed
and explained in its anthropological importance. Man is seen
as a being who must handle three qualitatively different relationships:
a relation to things, a relation to other (human) beings and
a relation to himself. Utilizing two examples, the usefulness
of the self-relationship as a scheme for the analysis of educational
situations is shown. In conclusion, the benefits of relational
thinking for the development of a post-technological theory
of pedagogical action are pointed out.
The article aims at contributing to the clarification of the
concept «situated learning». |
|
