Fiktionen om læring som produkt af pædagogiske læreplaner

I 1993 udgav Klaus Holzkamp en omfattende bog om læring med titlen: Lernen: Subjekt- wissenschaftliche Grundlegung. Forud for udgivelsen holdt han et oplæg ved Det 6. in- ternationale kritisk psykologiske ferieuniver- sitet i Wien i 1992. Temaet for seminaret var: Læringsmodsætninger og pædagogisk hand- ling. Denne artikel er baseret på Holzkamps oplæg: Die Fiktion administrativer Planbarkeit schulischer Lernprozesse og på den engelske oversættelse: The Fiction of Learning as Ad- ministratively Plannable. I artiklen tager Holzkamp, med referencer til Foucault, udgangspunkt i en historisk ana- lyse af skolesystemet. Herigennem viser han hvordan skolen, trods idealer om tildeling af lige muligheder for alle, tildeler eleverne ulige livschancer. Da undervisning ofte sidestilles med læring taler Holzkamp om en “under- visnings/læringskortslutning”, som også ka- rakteriserer størstedelen af de psykologiske læringsteorier. Det betyder, at de subjektive læringsinteresser generelt eksluderes både fra uddannelsessystemet side og i de videnska- belige analyser. Holzkamp viser, hvordan un- dervisnings/læringskortslutningen og ensret- ningen af undervisningen/evalueringen ofte betyder, at eleverne ses som uvillige eller ude af stand til at lære. I modsætning til de udbredte forståelser af læring som resultat af docerende og færdigpakket undervisning, sigter Holz- kamp mod at udvikle en kritisk psykologisk forståelse af læring fra det lærende subjekts ståsted, standpunkt og perspektiv.In 1993 Klaus Holzkamp published a com- prehensive book on learning called Lernen: Subjektwissenschaftliche Grundlegung. As a forerunner he gave at talk on learning at the 6th International Summer University of Criti- cal Psychology in Vienna 1992. The theme of the meeting was: Contradictions in Learning and Educational Actions. This article is based on his talk called: Die Fiktion administrativer Planbarkeit schulischer Lernprozesse and its English translation: The Fiction of Learning as Administratively Plannable. Holzkamp takes his point of departure in a historical analysis of the school system with references to Foucault’s analysis of power. Through this he shows how schools are giving unequal life-chances to the pupils by objecti- fication and standardized evaluative systems. As teaching is often juxtaposed by learning in education Holzkamp talks about a teach- ing/learning circuit, which also characterizes the vast majority of psychological theories on learning. This means that the subjective interests of learning are generally excluded, both from the educational system and from scientific analysis. Holzkamp shows how the teaching/learning circuit and the rectification of education often mean that pupils are seen as unwilling or unable to learn. Contrary the common notion of learning as teaching in a didactic way, Holzkamp aims at developing a critical psychological concept of learning from the position, standpoint and perspective of learning subject

Was heißt "Psychologie vom Subjektstandpunkt"? Überlegungen zu subjektwissenschaftlicher Theorienbildung

Gängige Vorstellungen, denen gemäß in der Psychologie kontingente Wenn-Dann-Hypothesen formuliert und empirisch bzw. experimentell geprüft werden, entspringen einem Selbstmißverständnis. Tatsächlich handelt es sich bei solchen Theorienbildungen um (verborgene) implikativ-inferentielle Zusammenhangsannahmen, in denen begründetes Verhalten unter bestimmten Prämissen definiert ist, und die deswegen empirischer Prüfung nicht zugänglich sind. Dennoch lassen sich auch Begründungstheorien (vom verallgemeinerten Subjektstandpunkt) als empirische Theorien formulieren, indem hier die Überwindbarkeit von Ausgangsdilemmata oder -problematiken angenommen und dies am Kriterium lebenspraktischer Realisierbarkeit durch die Betroffenen überprüft wird

miRNAs cooperate in apoptosis regulation during C. elegans development

Programmed cell death occurs in a highly reproducible manner during Caenorhabditis elegans development. We demonstrate that, during embryogenesis, miR-35 and miR-58 bantam family microRNAs (miRNAs) cooperate to prevent the precocious death of mothers of cells programmed to die by repressing the gene egl-1, which encodes a proapoptotic BH3-only protein. In addition, we present evidence that repression of egl-1 is dependent on binding sites for miR-35 and miR-58 family miRNAs within the egl-1 3\u27 untranslated region (UTR), which affect both mRNA copy number and translation. Furthermore, using single-molecule RNA fluorescent in situ hybridization (smRNA FISH), we show that egl-1 is transcribed in the mother of a cell programmed to die and that miR-35 and miR-58 family miRNAs prevent this mother from dying by keeping the copy number of egl-1 mRNA below a critical threshold. Finally, miR-35 and miR-58 family miRNAs can also dampen the transcriptional boost of egl-1 that occurs specifically in a daughter cell that is programmed to die. We propose that miRNAs compensate for lineage-specific differences in egl-1 transcriptional activation, thus ensuring that EGL-1 activity reaches the threshold necessary to trigger death only in daughter cells that are programmed to die

Why theory matters:Analytical strategies of critical psychology

Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization

Improving Science Education for Sustainable Development

Data from an environmental education project demonstrate how a learning framework that is consistent with contemporary ethology, and represents humans as self-determined yet integral parts of their environment, contributes both to the improvement of education and to a sustainable future

From paradox to pattern shift: Conceptualising liminal hotspots and their affective dynamics

This article introduces the concept of liminal hotspots as a specifically psychosocial and sociopsychological type of wicked problem, best addressed in a process-theoretical framework. A liminal hotspot is defined as an occasion characterised by the experience of being trapped in the interstitial dimension between different forms-of-process. The paper has two main aims. First, to articulate a nexus of concepts associated with liminal hotspots that together provide general analytic purchase on a wide range of problems concerning “troubled” becoming. Second, to provide concrete illustrations through examples drawn from the health domain. In the conclusion, we briefly indicate the sense in which liminal hotspots are part of broader and deeper historical processes associated with changing modes for the management and navigation of liminality