Conference Report: Objective Hermeneutics in Educational and Teaching Research

  • Claudia Scheid PH Bern
  • Johannes Twardella Goethe-Universität Frankfurt am Main
Keywords: objective hermeneutics, education, socialization, instruction, professionalization

Abstract

Each year the Association of Objective Hermeneutics organizes a conference during which projects and/or findings of researchers working with the objective hermeneutics method are presented and discussed. In this year's session, the main focus was on the subject of "education and instruction." The talks were structured around four different topics: 1. professional action in the context of educational institution, 2. the effects of instruction and their analysis, 3. the "structure" of lessons, and 4. questions of methodology, e.g. how far can foreign-language transcripts of lessons be analyzed. One of the central debates of the conference concerned the relationship between education and the social sciences. What proved controversial was the question of whether the profitable application of the objective hermeneutics method in connection with educational research is bound and committed to a certain theoretical perspective, one that has to do with the field of research and its own "intrinsic structure".

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201271

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Author Biographies

Claudia Scheid, PH Bern
Johannes Twardella, Goethe-Universität Frankfurt am Main

Dr. Johannes TWARDELLA ist promovierter Soziologe und zurzeit Mitarbeiter am Institut für die Pädagogik der Sekundarstufe am Fachbereich Erziehungswissenschaften der Goethe-Universität in Frankfurt/M. Seine Forschungsschwerpunkte liegen zum einen auf dem Gebiet der Religionssoziologie (zur Soziologie des Islam) und zum anderen auf dem der Unterrichtsforschung (qualitativ und pädagogisch ausgerichtet).

Published
2011-11-28
How to Cite
Scheid, C., & Twardella, J. (2011). Conference Report: Objective Hermeneutics in Educational and Teaching Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 13(1). https://doi.org/10.17169/fqs-13.1.1777