【摘要】 本文首先在教育与教化之间作出区分。教育与教化的区分涉及到教育性学习过程与非教育性学习过程之间的界限及归属问题。区分教育与教化并不仅限于对德语语言区有意义。在现代社会,整个世界都在讨论这一区分的意义。其次,本文依据赫尔巴特的思想并联系当前对系统的知识形式的划分,探索什么是以特定领域的教化作用为目的并发挥这一教化作用的教育性教学。最后,本文概述了教育研究与教化研究之间的关联。这些关联对于教学研究有着基础性的意义,因为教学研究有责任去研究这种教化性的教育性教学。更多还原

【Abstract】 To begin with, the author develops a differentiation between education as "Erziehung" and education as "Bildung" that refers to issues of the demarcation and attribution of educative and non-educative processes of learning. Their significance is not limited to German-speaking countries; rather, these issues are being discussed in modern societies worldwide. By recourse to Herbart and with reference to a current differentiation of systematic forms of knowledge, this approach investigates what is to be understood by educative instruction which maintains effectiveness for specific domains. In the final section, relations between education research and research in teaching are sketched. These are of fundamental importance to research on teaching and education committed to the conception of an educationally formative form of teaching.更多还原