Vorleben. Educational practice beyond prescription.

Autor/inn/en	Horsthemke, Kai; Kissack, Mike
Titel	Vorleben. Educational practice beyond prescription.
Quelle	In: Journal of curriculum studies, 40 (2008) 3, S. 277-288Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270701501630
Schlagwörter	Erziehung; Humanistische Bildung; Pädagogische Praxis; Erziehung; Tradition; Humanistische Bildung; Professionalität; Professionalität; Tradition; Südafrika (Staat)
Abstract	Within a post-apartheid educational ethos that emphasizes multiculturalism and interculturalism, there is a growing sense in South Africa that prescriptivism is to be avoided. However, the perception of the teacher as moral exemplar entails an interesting ambivalence: the teacher as champion of tolerance, as facilitator but not prescriber of views, values, and behaviour, whose 'compORTment' nonetheless encompasses the idea of an ethical identity as well as more technical aspects of intellectual virtue. Does the (German) notion of vorleben-'to live (one's life) as an example or guide'; 'to exemplify (good) practice'-illuminate an understanding of a teacher/facilitator professional identity in the South African post-apartheid context? This study analyses this idea and its intersections and dissonances with role-modelling, modelling and practice, humanistic education, African traditional education and ubuntu, the African principle of human interdependence. Vorleben is argued to be able to enhance our understanding of the duties and obligations of the professional educator.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1