The Epistemological and Didactical Challenges Involved in Teaching Socially Acute Questions. The example of Globalization.

Autor/inn/en	Simonneaux, Jean; Legardez, Alain
Titel	The Epistemological and Didactical Challenges Involved in Teaching Socially Acute Questions. The example of Globalization.
Quelle	In: Journal of social science education, 9 (2010) 4, S. 24-35Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildung
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293; 1628-5293
DOI	10.4119/UNIBI/jsse-v9-i4-1142
Schlagwörter	Ideologie; Kompetenzerwerb; Frankreich; Ideologie; Politische Bildung; Fachdidaktik; Interdisziplinarität; Globalisierung; Lernprozess; Fachdidaktik; Politische Bildung; Sozialwissenschaftlicher Unterricht; Globalisierung; Interdisziplinarität; Frankreich
Abstract	Teachers are being asked to manage a specific didactic situation which falls into the category of what we have proposed to call "socially acute questions (SAQs)". A SAQ is a question which is acute in society, in background knowledge and in knowledge taught. Thus, teaching SAQs demands socio-epistemological reflexivity in the processes of knowledge production and in the social conditions in which this knowledge emerges; teaching SAQs will give priority to interdisciplinary, scientific and ethical reasoning. The split between ideology and science can certainly be examined when considering a socially acute question which is the subject of debate in society. In the example of the globalization taught: the diversity of analysis in the economic domain gives rise to great uncertainty because it justifies practically opposing policies; within a transdisciplinary framework, the globalization includes concepts, ideologies or social practices in a double movement of standardization and differentiation. By way of SAQs, the authors have attempted to show that learning stakes are numerous. However didactic choices must be supported by socio-epistemological survey, the identification of an epistemological posture and the definition of a didactic strategy (Original übernommen Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2011/3