Class and Pedagogies: Visible and Invisible.

Autor/in	Bernstein, Basil
Institution	Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.
Titel	Class and Pedagogies: Visible and Invisible.
Quelle	(1975), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Educational Philosophy; Family Role; Learning Theories; Lower Class Students; Middle Class Culture; Parent Role; Play; Preschool Education; Social Stratification; Social Structure; Social Values; Socialization; Student Evaluation; Teaching Methods; Teaching Models; Textbooks + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Learning theory; Lerntheorie; Parental role; Elternrolle; Spiel; Pre-school education; Vorschulerziehung; Soziale Zusammensetzung; Sozialstruktur; Sozialer Wert; Socialisation; Sozialisation; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	This paper defines the "invisible pedagogy," a teaching model used in British infant schools, and discusses its relationship to middle class culture, working class culture, and "visible" pedagogy. The invisible pedagogy is characterized by several features including (1) implicit rather than explicit control over the child by the teacher; (2) reduced emphasis on the transmission and acquisition of specific skills; (3) relatively free activity by the child in exploring and rearranging an environment arranged by the teacher; and (4) use of many diffuse criteria to evaluate the pedagogy. It is suggested that the basic concept of the invisible pedagogy in infant schools is play, which socializes the child while he explores and allows the teacher to evaluate his development. Theories of learning which are consistent with the invisible pedagogy are described in general terms. The differences between visible and invisible pedagogies are described as reflecting an ideological conflict between the old and new middle classes, and the social significance of the invisible pedagogy is said to differ according to the social class of the child. Problems arising in the transition of children from homes to preschools with invisible pedagogy, and from these preschools to secondary schools and universities with visible pedagogy, are discussed. (BRT)
Anmerkungen	OECD Publications Center, Suite 1207, 1750 Pennsylvania Avenue, N.W., Washington, D. C. 20006 (ISBN 92-64-11334-7, $2.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC