Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan
Original Article
Journal of Education and Research, Volume 3, Issue 2, 2013, 1-14, https://doi.org/10.3126/jer.v3i2.8191
Publication date: Aug 15, 2013
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APA
In-text citation: (Gross & Wehner, 2013)
Reference: Gross, S., & Wehner, U. (2013). Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research, 3(2), 1-14. https://doi.org/10.3126/jer.v3i2.8191
Reference: Gross, S., & Wehner, U. (2013). Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research, 3(2), 1-14. https://doi.org/10.3126/jer.v3i2.8191
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Gross S, Wehner U. Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research. 2013;3(2):1-14. https://doi.org/10.3126/jer.v3i2.8191
Reference: Gross S, Wehner U. Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research. 2013;3(2):1-14. https://doi.org/10.3126/jer.v3i2.8191
AMA
In-text citation: (1), (2), (3), etc.
Reference: Gross S, Wehner U. Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research. 2013;3(2), 1-14. https://doi.org/10.3126/jer.v3i2.8191
Reference: Gross S, Wehner U. Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research. 2013;3(2), 1-14. https://doi.org/10.3126/jer.v3i2.8191
Chicago
In-text citation: (Gross and Wehner, 2013)
Reference: Gross, Stefan, and Ulrich Wehner. "Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan". Journal of Education and Research 2013 3 no. 2 (2013): 1-14. https://doi.org/10.3126/jer.v3i2.8191
Reference: Gross, Stefan, and Ulrich Wehner. "Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan". Journal of Education and Research 2013 3 no. 2 (2013): 1-14. https://doi.org/10.3126/jer.v3i2.8191
Harvard
In-text citation: (Gross and Wehner, 2013)
Reference: Gross, S., and Wehner, U. (2013). Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research, 3(2), pp. 1-14. https://doi.org/10.3126/jer.v3i2.8191
Reference: Gross, S., and Wehner, U. (2013). Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan. Journal of Education and Research, 3(2), pp. 1-14. https://doi.org/10.3126/jer.v3i2.8191
MLA
In-text citation: (Gross and Wehner, 2013)
Reference: Gross, Stefan et al. "Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan". Journal of Education and Research, vol. 3, no. 2, 2013, pp. 1-14. https://doi.org/10.3126/jer.v3i2.8191
Reference: Gross, Stefan et al. "Educational Thinking from the Perspective of Children: Contemporary Comments on a Traditional Slogan". Journal of Education and Research, vol. 3, no. 2, 2013, pp. 1-14. https://doi.org/10.3126/jer.v3i2.8191
ABSTRACT
Educational thinking has always been linked with a specific view on children. Although it is a matter of common knowledge, in closer examination the authors figure out that educational concepts deal surprisingly and imprecisely with their key-subject. While progressive approaches made the term "From the perspective of the child" famous some 100 years ago, a brief analysis and the post-history enlightened contradictions, misunderstandings, and, in parts, fatal consequences of a careless ordogmatic use of the slogan. In their inconvenient meta-analysis, the authors vote for a consequent re-interpretation of the ideologically overloaded slogan by using it as a critical working-formula. Doing this, educational thinking from the perspective of children has massive consequences on the practical interaction between adults and children and the theoretical foundations of pedagogy. And it opens the door for a different kind of educational research with its objective to analyze the variety, heterogeneity and diversity of the life-world of children.
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