Democratic Society and Education

In March 2010 the Congress of the German Educational Research Association (GERA/DGfE) was held in Mainz. This year‘s topic “Bildung in der Demokratie” (Education in a Democratic Society) touched upon the classic questions and concerns of processes of learning in the domain of the social sciences, i.e. social, economic or political subjects. Therefore, in these conference proceedings we intend to present the research-trends and theoretical profiles that should be of interest especially for teaching the social sciences. Three major trends in the discipline were represented at the conference with their rather different understandings of education in social sciences: knowledge-oriented subject matter didactics, socially-oriented “Demokratiedidaktik” (didactics of democracy), and a systemic and function-oriented sociology of education. Unfortunately, dialogue between these trends was rare at Mainz. The congress proceedings will thus try to show the different approaches they take and to reconstruct the communication that was needed, but often absent. A conceptual and empirical linkage between these positions seems necessary and reasonable. The following report presents a number of research-projects which attempt such linkages and thereby reconstruct and constructively orient the inner logic of pedagogical processes along the road to an empirically founded theory of education

Rescue of myeloid lineage-committed preprogenitor cells from cytomegalovirus-infected bone marrow stroma

The effect of murine cytomegalovirus on myelopoiesis was studied in long-term bone marrow culture to find an in vitro correlate for the lethal virus interference with bone marrow reconstitution (W. Mutter, M. J. Reddehase, F. W. Busch, H.-J. Bühring, and U. H. Koszinowski, J. Exp. Med. 167:1645-1658, 1988). The in vitro generation of granulocyte-monocyte progenitors (CFU-GM) discontinued after infection of the stromal cell layer, whereas the proliferation and differentiation of CFU-GM to granulocyte-monocyte colonies remained unaffected. A protocol was established to probe the functional integrity of earlier hematopoietic cells. Pre-CFU-GM (the progenitors of the CFU-GM) could be recovered from an infected bone marrow donor culture by transfer onto an inductive recipient stromal cell layer. Thus, at least in vitro, infection of bone marrow stroma appears to be the only cause of the defect in myelopoiesis

Failure in generating hemopoietic stem cells is the primary cause of death from cytomegalovirus disease in the immunocompromised host

We have shown in a murine model system for cytomegalovirus (CMV) disease in the immunocompromised host that CMV infection interferes with the earliest detectable step in hemopoiesis, the generation of the stem cell CFU-S-I, and thereby prevents the autoreconstitution of bone marrow after sublethal irradiation. The antihemopoietic effect could not be ascribed to a direct infection of stem cells. The failure in hemopoiesis was prevented by adoptive transfer of antiviral CD8+ T lymphocytes and could be overcome by syngeneic bone marrow transplantation. CD8+ T lymphocytes and bone marrow cells both mediated survival, although only CD8+ T lymphocytes were able to limit virus multiplication in host tissues. We concluded that not the cytopathic effect of virus replication in host tissues, but the failure in hemopoiesis, is the primary cause of death in murine CMV disease

Partizipationsorientierte Aufgabenkultur im Fachunterricht

Die Partizipationskompetenz von Schülerinnen und Schülern sollte nicht nur durch eine Beteiligung an der formalen Gestaltung und Bewertung des Unterrichts gefördert werden. Vielmehr bietet eine entsprechende Aufgabenkultur vielfältige Möglichkeiten, demokratische Partizipation durch simulatives oder reales Handeln im fachlichen Lernen zu üben und zu reflektieren. (DIPF/Orig.

Anleitungen zur Unterrichtsplanung in sozialwissenschaftlichen Fächern Bereichsrezension aktueller fachdidaktischer Planungskonzepte

Die Bereichsrezension wendet sich aktuellen sozialwissenschaftlichen Planungsdidaktiken zu und untersucht kriteriengeleitet, inwiefern diese die Erkenntnisse und Forderungen der empirischen Bildungsforschung, der Lehr-Lernforschung und der Fachdidaktik aufgreifen und umsetzen. Es zeichnen sich in den Planungsdidaktiken vier unterschiedliche Ansätze ab, die erstens in Tradition zur fachsystematischen Inhalts- und Methodenplanung Walter Gagels stehen, zweitens Unterrichtsplanung handlungssystematisch anhand „selbstläufiger Lernwege“ entwickeln wollen, sich drittens werkorientiert konkreten Guten-Praxis-Beispielen zuwenden und viertens Unterrichtsplanung individualisieren und in die Hände der Lernenden legen. Gemeinsam ist den Ansätzen ein – entgegen den eigenen Ansprüchen – fehlender oder nicht ausreichend begründeter empirischer Nachweis der eigenen Planungsaussagen. Notwendig erscheint deshalb eine an berufsbiographischen Professionalisierungsprozessen und dem realen Planungsverhalten von Lehrkräften orientierte qualitative Planungsforschung.The review turns current lesson planning concepts of social science education and it examines criterion-oriented, if they extent the current results and demands of empirical education research, learn research and social sciences education. Four different paradigms appear: the first stays in tradition to the planning concept of Walter Gagel, the second tries to develop curricula, the third concentrates on good-practice examples and the fourth individualizes lesson planning and gives it into the responsibility of learners. Against their own requirements all schools neglect an empirical proof of their own planning statements. A qualitative planning research – oriented on biographic professionalization and real planning behavior of teachers – seems necessary

Linkliste: Theorie-Praxis in der Lehrerausbildung

Kein Abstract vorhanden No Abstract availabl

“Völkerbundspädagogik”. Internationale Politik als Unterrichtsthema in der Weimer Republik

Kein Abstract vorhanden No Abstract availabl

Pedagogy of the League of Nations. International politics as a lesson topic in the Weimar Republic

Kein Abstract vorhanden No Abstract availabl

Ionenchromatographische Elementspeziesanalyse des Aluminiums : Grundlagen und Anwendung am Beispiel der Hortensie (Hydrangea macrophylla)

[no abstract