Scheda di revisione: Foundations of Education Science and Research

📋 Course Outline

1. Origins and definitions of pedagogy and education science
2. Subdisciplines and interdisciplinary references in education science
3. Subject matter and scope of education science
4. Philosophy and methodology of education science: ontology, epistemology, and methodology
5. Hermeneutic approach and interpretive methods in education science
6. Development and critique of hermeneutics and its application in pedagogy
7. Case study method (Kasuistik) in education science and its forms
8. Empirical research in education: history, standards, and challenges
9. Experimental pedagogy and positivism as foundations of empirical education research
10. Historical fluctuations and institutionalization of education science research
11. Empirical-analytical methods and methodological pluralism in education research
12. Quality criteria and challenges in empirical educational research

📖 1. Origins and definitions of pedagogy and education science

🔑 Key Concepts & Definitions

• Erziehungswissenschaft : a field that focuses on education and upbringing in general and for all people, while also examining its own subdisciplines in terms of their shared scientific significance. It is difficult to define exactly because it combines empirical, philosophical, and practical approaches, and because human beings as a whole cannot be fully represented by numbers alone.

📝 Essential Points

• Pedagogy is traced back to the idea of leading a boy, which shows an origin tied to guidance and upbringing.
• Its terminology is complex and differentiated, and there is no clear separation between the terms Erziehung and Pädagogik.
• Erziehung is presented as more theoretical and academic, especially since the 1960s.
• Pädagogik is closer to practice and goes back to antiquity.
• Education science combines empirical, philosophical, and practical approaches, which makes both its disciplinary form and its scientific character difficult to define.
• A precise definition is hard because education science includes both descriptive and normative dimensions:
  • descriptive: describing what education is, such as childhood and related matters
  • normative: setting values and defining the field of pedagogy
• The difficulty is increased by the fact that human beings are treated as wholes and cannot be fully captured through measurement alone.
• Brenzika (1978) proposed three theory types:
  • empirical education science, which uses data and numbers as a basis for discussion
  • philosophy of education
  • practical pedagogy, understood as application and as a science of practice
• This threefold proposal reflects the multidimensional nature of the field.
• The source also emphasizes that education situations have their own meaning for everyone involved, influence action, and are always historically formed.
• The task of the field is to understand the meaning of education situations from the perspective of all participants.
• Scientific standards are difficult to define because of subjectivity, limited accessibility, and limited measurability.
• The historical development of pedagogy is described as long-standing, with empirical and scientifically oriented pedagogy later being opposed by geisteswissenschaftliche pedagogy and later associated with the “scientistic wing of reform pedagogy.”

💡 Key Takeaway

Understanding pedagogy and education science means seeing them as closely connected fields with intertwined origins, overlapping terminology, and multiple theoretical levels. Their definitions remain difficult because they combine theory, practice, description, and value-setting, while human experience resists simple measurement.

📖 2. Subdisciplines and interdisciplinary references in education science

🔑 Key Concepts & Definitions

• Social work as a subdiscipline: a subdiscipline of education science linked to sociology, and concerned with practice under given social and institutional conditions.
• Childhood pedagogy: a subdiscipline of education science linked to psychology.
• Professional ethics in education: a subdiscipline of education science linked to philosophy.
• Special education: a subdiscipline of education science linked to medicine.
• Organizational pedagogy: a subdiscipline of education science linked to sociology.

📝 Essential Points

• Education science comprises five main subdisciplines that can be treated as reference systems: social work, childhood pedagogy, professional ethics, special education, and organizational pedagogy.
• These subdisciplines are connected to other fields in a specific way: social work and organizational pedagogy are linked to sociology, childhood pedagogy to psychology, professional ethics to philosophy, and special education to medicine.
• The subdisciplines are dynamic and always current, meaning they continuously evolve together with social change.
• Education science reflects critically on itself and on its subdisciplines.
• This self-reflection serves two purposes: to maintain scientific standards and to avoid losing the common core when specialization increases.
• Education science is interdisciplinary in structure, since it integrates several subfields rather than relying on a single perspective.
• The overall perspective is that education science uses these diverse subfields to address educational phenomena in a comprehensive way.

💡 Key Takeaway

Education science is built as an interdisciplinary field that brings together several subdisciplines and their reference systems. Its strength lies in combining these perspectives while critically safeguarding scientific standards and the shared core of the discipline.

📖 3. Subject matter and scope of education science

🔑 Key Concepts & Definitions

• Systematische EWS : the largest field of education science, focused on clarifying specialist language and terminology, further developing a consistent technical vocabulary, defining educational matters, analyzing and reflecting on tasks and the subject area, and carrying out scientific-theoretical discussion and research.

• Methodologie : the doctrine about the work of science that examines the prerequisites, conditions, methods, and aims of scientific inquiry, including theory formation, the logical and social legitimation of research, methods for confirmation/verifiability and refutation/falsification, and criteria for gaining scientific progress and knowledge.

📝 Essential Points

• The object of education science is the totality of educational influences, conditions, and effects that shape interpersonal processes.
• Education can occur intentionally or functionally.
  • Intentional education is institutionalized, formal, and controlled.
  • Functional education is spontaneous, informal, and uncontrolled.
• Education takes place in different contexts, including schools, peer groups, media, and hobbies.
• Education is described as a fundamental function of human existence that takes place in every human encounter and interaction, whether formal or informal.
• Education science reflects educational theory and practice with regard to their conceptual, historical, and scientific-theoretical foundations, as well as their interdisciplinary connections.
• Education science has three main tasks:
  • systematic education science: clarification of specialist language and terminology, further development of a consistent technical language, definition of educational matters, analysis and reflection on tasks and the subject area, and scientific-theoretical discussion and research;
  • historical education science: comparison of traditional and classical theories of education and upbringing with contemporary ones, together with critical revision, constructive engagement, and further development under given social and institutional conditions;
  • comparative education science: international comparison of educational developments and education systems.
• Methodology in education science concerns the prerequisites, conditions, methods, and aims of research, including theory formation, legitimation of research, confirmation or verification, refutation or falsification, and criteria for gaining knowledge and progress.

💡 Key Takeaway

Education science studies education as a pervasive human phenomenon that appears both in formal institutions and in informal social interactions. Its scope includes systematic conceptual work, historical comparison, and international comparison of educational developments and systems.

📖 4. Philosophy and methodology of education science: ontology, epistemology, and methodology

🔑 Key Concepts & Definitions

• Hermeneutik: a scientific-theoretical foundation centered on understanding; in the hermeneutic approach in education science, its basic operation is understanding, and it serves as the central method for interpreting meaning and significance in educational reality.

• Vorlesung: a text-based teaching and study session focused on text work and the discussion of educational science content.

📝 Essential Points

• Ontology addresses what exists and which phenomena can be known in education science. In the source, this is expressed through the question of what exists and what phenomena are available for knowledge.

• Epistemology investigates how knowledge about educational reality is acquired and how certain it is. The source formulates this as the question of how knowledge arises about reality and how secure that knowledge is.

• Methodology concerns the procedures and methods used to investigate educational phenomena. The source defines it through the questions of how something is investigated and which methods are used for gaining knowledge.

• Education science theory formation involves logical and societal legitimation of research and methods for verification and falsification. The source presents the hermeneutic approach as scientifically grounded, not speculative, and as being legitimized through discussion and subsequent consensus, with a systematic procedure.

• Criteria for knowledge progress include systematic observation, hypothesis testing, and methodological rigor. The source emphasizes systematic procedure, scientific discussion, and the use of methods for knowledge acquisition, with understanding and interpretation as the central methodological orientation in the hermeneutic approach.

💡 Key Takeaway

Philosophy and methodology provide the framework for how education science determines what can be known, how knowledge is gained, and how research is carried out. In the hermeneutic tradition, this means focusing on understanding and interpreting educational meaning within a systematic and scientifically justified procedure.

📖 5. Hermeneutic approach and interpretive methods in education science

🔑 Key Concepts & Definitions

• Gleiche Sprache) - Methode der Geisteswissenschaft : a method in the humanities that, through Dilthey, becomes a central interpretive approach aimed at understanding the human world by grasping singular cases and then raising them to general validity; it proceeds by putting oneself into the situation, reconstructing, and re-experiencing.

• Jhdt : a time reference used in the source to mark historical stages of hermeneutics, especially the 19th and 20th centuries.

📝 Essential Points

• Hermeneutics is the science of understanding and interpreting meaning. In the source, it is presented as the central scientific method for education science, and it is not speculative in the sense of being mere thought experiments.
• Until the 1960s, hermeneutics was foundational for the humanities and education science.
• The object of inquiry is educational reality: concrete situations and events in pedagogical action, not abstract theories or norms.
• Each educational situation has its own meaning for each participant, influences action, and is always historically formed.
• The task is to understand the meaning of educational situations from the perspective of all participants.
• Hermeneutics developed historically from antiquity to the present:
  • originally, it was the art of correctly understanding texts;
  • from the 19th century, it became a methodological instrument of all humanities;
  • in the 20th century, it was understood as a universal philosophy of interpretation and as a basic process in human beings.
• Schleiermacher (1829) is linked to “systematic understanding”:
  • understanding means reconstructing the becoming or emergence of something;
  • understanding works by breaking something into parts and reconstructing it;
  • text interpretation is an art with rules, but there are no rules for applying those rules.
• The hermeneutic circle describes understanding as a movement “from part to whole, from whole to part.”
  • prior understanding and prior knowledge influence understanding;
  • individual parts can only be understood in relation to the whole;
  • the whole can only be understood through the individual parts;
  • understanding is a continuous process.
• Hermeneutic difference means that a remainder always remains.
  • The source grounds this in regular deviations in text interpretation and language.
  • It appears in the translation of what is foreign, for example words.
  • If the difference becomes too large, understanding is no longer possible, as in a text in a foreign language.
  • A minimum of shared symbolism is required, for example the same language.
• Dilthey legitimized hermeneutics as a philosophical basis for pedagogy.
  • He emphasized understanding over explanation.
  • In the source, this also marks the point at which hermeneutics becomes a method of the humanities.

💡 Key Takeaway

The hermeneutic approach treats educational phenomena as meaningful, historically formed, and dependent on the perspectives of those involved. Understanding develops through iterative reflection between parts and whole, while interpretation always remains limited by a residual difference that cannot be fully eliminated.

📖 6. Development and critique of hermeneutics and its application in pedagogy

🔑 Key Concepts & Definitions

• Wendung : a “realistic turn” marking a break between philosophy and positivism in the 1960s, associated in the source with a shift in the development of educational thought.

📝 Essential Points

• Human sciences pedagogy was rooted in the Weimar Republic and shaped by Wilhelm Dilthey’s work. It remained influential until the 1960s and understood education as a cultural and historical phenomenon that requires reflective understanding rather than direct instruction.
• The basic operation of this pedagogical approach is understanding. Education is treated as reflection on practice: not immediate guidance, but thinking about education.
• Hermeneutics evolved historically from antiquity to the present. It began as the art of correctly understanding texts and later became a universal interpretive philosophy, making interpretation a fundamental process in the human sciences and pedagogy.
• Wilhelm Dilthey around 1900 legitimized this approach with the distinction: “We explain nature, we understand inner life.” This supported the idea that pedagogy belongs to the sphere of understanding rather than explanation in the natural-scientific sense.
• Wolfgang Klafki emphasized that pedagogical phenomena are meaningful constructs shaped by human intentions. This contrasts with the natural sciences, which aim at explanation rather than interpretive understanding.
• Hermeneutic understanding proceeds through a hermeneutic circle: from part to whole and from whole to part. Individual elements can only be understood in relation to the whole, and the whole only through the individual elements. Understanding is therefore a continuous process shaped by prior understanding and prior knowledge.
• Hermeneutic interpretation also involves a hermeneutic difference: a remainder always remains. This is linked to regular deviations in text interpretation and language, including translation into a foreign language, where at least a minimum of shared symbolism is required.
• Critiques of hermeneutics include Eurocentrism, relativism, and insufficient attention to power and ideology. The source stresses that social power relations may be masked in texts and are not adequately considered.
• Another criticism is that hermeneutic interpretation does not produce clear, objective, measurable results. Because it focuses on individual cases, it often neglects generalizable and transferable principles.
• The source also contrasts this with empirical educational research: numerical findings can be empirically robust, but they remain limited and initially only observations. This contrast is used to support criticism of purely empirical approaches and to strengthen human sciences pedagogy.
• A further critique of empirical observation is that pedagogy cannot be observed empirically in a simple way because too much happens between and within people, over a very long time, even “half a human life.” As a result, only superficial observation is possible.

💡 Key Takeaway

Hermeneutics in pedagogy offers deep interpretive insight into education as a historically and culturally shaped practice. At the same time, it faces serious criticism for cultural bias, limited objectivity, and insufficient attention to power and ideology in texts and social contexts.

📖 7. Case study method (Kasuistik) in education science and its forms

🔑 Key Concepts & Definitions

• Fokus : the central orientation of the case study method toward individual cases, their interpretation, and the use of these cases for broader scientific understanding.

📝 Essential Points

• Kasuistik involves the detailed analysis and interpretation of single cases in order to derive scientific knowledge that can be generalized.
• The reconstruction-logical approach (objective hermeneutics) aims at the empirical reconstruction of societal meaning structures through strict sequential analysis.
• Comparative case study compares multiple cases in order to identify patterns and generate hypotheses for empirical research.
• Client-centered casuistry focuses on understanding a person’s problem from that person’s own perspective and is often used in social work and psycho-social diagnostics.
• The three steps of case study are:
• 1. Case observation: participatory observation of the case.
• 1. Case presentation: systematic documentation of the case.
• 1. Case analysis: interpretation and comparison.

💡 Key Takeaway

The case study method connects hermeneutic understanding with empirical analysis by examining individual cases in depth. In education science, this makes it possible to move from concrete situations and events toward broader educational insights.

📖 8. Empirical research in education: history, standards, and challenges

🔑 Key Concepts & Definitions

• standards: scientific quality criteria that empirical methods must meet in order to produce reliable findings; the source names objectivity, reliability, and validity as the three criteria.
• Empirie: experience-based knowledge that describes insights gained from observation and experience, and that is used to examine educational theories and practices through empirical methods.

📝 Essential Points

• Empirical research in education has a tradition of more than 100 years.
• It shows two main peaks: around 1900 and around 1960/70.
• Around 1900, the focus was on psychology and experimental pedagogy.
• Around 1960/70, the focus was on social reforms and the educational council.
• The realistic turn in the 1960s marked a stronger orientation toward positivist and empirical approaches in education science.
• Empirical methods must meet scientific quality criteria or standards.
• The three quality criteria are:
  • objectivity: results of measurements or experiments are independent of the person carrying them out;
  • reliability: repeated measurements under the same conditions produce the same result;
  • validity: what is measured is what is intended to be measured.
• Empirical research aims to provide data-based and objective foundations for educational policy.
• In doing so, it seeks to reduce ideological influence.
• Despite its methodological rigor, empirical research often has only limited direct applicability to complex pedagogical practice.
• It can also undervalue the experiential knowledge of practitioners.

💡 Key Takeaway

Empirical research in education seeks scientific rigor through standards such as objectivity, reliability, and validity, and it aims to ground educational policy in data rather than ideology. At the same time, its findings must be handled carefully because educational reality is complex and practitioner experience can be underestimated.

📖 9. Experimental pedagogy and positivism as foundations of empirical education research

🔑 Key Concepts & Definitions

• Objektivität: a quality criterion for measurement and experiments in which the results are independent of the person carrying out the procedure.
• Reabilität: a quality criterion in which repetitions under the same conditions produce the same result; it aims to be free from random errors and systematic errors.
• Positivism: a philosophical system originally associated with Auguste Comte (1789–1857) and presented as the scientific basis of experimental pedagogy; it holds that progress of the Enlightenment overcomes theological beliefs.
• ergeben gleiches Ergebnis - versuchen Frei: a criterion of repeated procedures under the same conditions that produce the same result and aim to be free from random errors and systematic errors.
• unter gleichen Bedingungen ergeben gleiches: a criterion of repetition under identical conditions in which the same result is obtained.

📝 Essential Points

• Experimental pedagogy emerged in the late 19th century as an empirically oriented scientific pedagogy.
• At first, it was opposed by human sciences pedagogy.
• Positivism, founded by Auguste Comte, asserts that only scientifically verifiable knowledge based on observable facts is valid.
• In this view, theology and metaphysics are rejected.
• Positivism introduced natural science methods into education research.
• These methods included controlled experiments, laboratory research, field research, questionnaires, and behavioral observation.
• Meumann emphasized hypothesis testing, systematic observation, and statistical evaluation as core methodological features of empirical pedagogy.
• Experimental pedagogy declined after World War I.
• It later resurged in the mid-20th century with methodological pluralism and institutional support.

💡 Key Takeaway

Experimental pedagogy and positivism established the empirical and methodological basis for rigorous education research. Their influence lies in the move toward observable facts, repeatable procedures, and scientifically grounded methods for studying education.

📖 10. Historical fluctuations and institutionalization of education science research

🔑 Key Concepts & Definitions

• Einzelfällen : A research focus on individual cases used to achieve general validity through theory testing, involving methods such as objective hermeneutics and comparative case studies.
• Hochschule für Internationale Pädagogische Forschung : An institution founded in 1951 that promoted empirical education research and was later renamed the DIPF in 1964.

📝 Essential Points

• The 1951 founding of the Hochschule für Internationale Pädagogische Forschung, later renamed the DIPF in 1964, fostered the growth and recognition of empirical education research.
• Education science research experienced decline of experimental pedagogy after WWI and dominance of human sciences pedagogy until after WWII.

💡 Key Takeaway

The 1951 founding of the Hochschule für Internationale Pädagogische Forschung, later renamed the DIPF in 1964, fostered the growth and recognition of empirical education research.

📖 11. Empirical-analytical methods and methodological pluralism in education research

🔑 Key Concepts & Definitions

• Controlled experiment: standard methodology in empirical-analytical education research, used as the main experimental approach.
• Field research: empirical method already used in experimental pedagogy, alongside laboratory research.
• Questionnaire techniques: empirical method used in education research to gather data through questionnaires.
• Qualitative and quantitative methods: two research approaches used in education research, with roughly equal use in the 1970s and 1980s.
• Multi-level analyses: newer method developed in the 1980s to evaluate educational reforms and interventions, especially the effects of new school models.

📝 Essential Points

• Controlled experiments remained the standard methodology in empirical-analytical education research.
• Common empirical methods included field research, laboratory experiments, questionnaires, interviews, behavioral observations, and document and content analyses.
• Since the 1980s, new methods such as multi-level analyses and meta-analyses were developed to evaluate educational reforms and interventions, including the effects of new school models.
• In the 1970s and 1980s, qualitative and quantitative procedures were used in roughly equal measure.
• In the 1990s, there was a clear trend toward qualitative studies in pedagogical practice fields, which reflected methodological pluralism.

💡 Key Takeaway

Empirical education research relies on a range of complementary methods rather than a single procedure. This methodological pluralism makes it possible to address the complexity of educational phenomena and to evaluate reforms, interventions, and practice in different ways.

📖 12. Quality criteria and challenges in empirical educational research

🔑 Key Concepts & Definitions

📝 Essential Points

• Empirical educational research must satisfy quality criteria of objectivity, reliability, and validity if it is to produce trustworthy findings.
• Its results are primarily relevant for administrative planning and legitimation, rather than for direct practical relief in the everyday work of teachers.
• There is a risk that empirical research devalues other forms of knowledge, especially practitioners’ experiential knowledge, by treating them as unscientific.
• Empirical research can observe educational realities with precision, but it offers only limited actionable guidance for complex and pragmatic pedagogical situations.
• Historical critiques point to a tension between empirical pedagogy and human-science-oriented pedagogy, especially regarding how educational phenomena are interpreted.

💡 Key Takeaway

Empirical research strengthens educational inquiry through scientific rigor, but its value is limited when findings are detached from practical classroom needs. Its main challenge lies in balancing precision and legitimacy with interpretation and the recognition of practitioner knowledge.

🧩 Additional Source Details

1. Vorlesung: - Pädagogik: Ursprung: Führen eines Knabens -> Kritik in 1970ernk Differenzierte Nomenklatur schwierig Vorschlag Brenzika 1978: 3 Aussagesysteme/Theorietypen 1
2. Erziehung: eher theoretisch, ab 60ern akademisch Pädagogik: näher an Kindern/Praxis, stammt aus Antike ➔ Auch deutlich durch 1
3. Organisationspädagogik: -> Soziologie ➔ sehr dynamisch und immer aktuell 2
4. Philosophie, Anthropologie, Soziologie, Ethnologie, Psychologie und Medizin) (- Begriffsbedeutung verdeutlicht am Beispiel „Ganzheitlichkeit“ Lange Tradition, in Reformpädagogik entstanden bis heute nicht einheitlich definiert) - 3 Aufgaben
5. Weiter-)Entwicklung konsistenter Fachsprache Definition pädagogischer Sachverhalte Analyse und Reflektion v
6. Systematische EWS - Wissenschaftstheorie der EWS: Methodologie: „Lehre über die Arbeit der Wissenschaft“ Untersucht: Voraussetzungen, Bedingungen, Methoden und Ziele ▪ Theoriebildung ▪ Legitimation d
7. EWS: - Grundoperation: Verstehen - wissenschaftstheoretische Grundlage: Hermeneutik = Lehre vom Verstehen - Geisteswissenschaftlicher Ansatzprägt Pädagogik bis in 1960er ➔ 1960er: "realistische Wendung“ = Bruch zwischen Philosophie und Posi
8. Bedeutung ->Kontrast zu Naturwissenschaften - Theorien sind nicht objektiv (beruhen auf Geschehen, Absichten, Zielsetzungen…) - Verstehen als Methodik, nicht Beobachtung und Messung 3
9. Jhdt: universelle Interpretationsphilosophie, Grundlegender Vorgang in Menschen - „Systematische Verstehen“ Schleiermacher 1829 Schleiermacher 1829 ▪ „Verstehen bedeutet, das Entstehen von etwas zu rekonstruieren“ -> Verstehen durch: Zerleg
10. Hermeneutische Differenz: Ein Rest besteht immer Grund: Regelmäßige Abweichungen v
11. Relativismus: Mangel an objektiver Gewissheit Macht und Ideologie: soziale Machtverhältnisse nicht ausreichend betrachtet (v
12. Fall-Methode ist ein Verfahren, um durch ein gründliches, sich stetig ausweitendes Studium einzelner konkreter (wirklicher oder erdachter) Fälle zu verallgemeinerbaren wissenschaftlichen Erkenntnissen zu gelangen“ (Seel/Hanke 2015, S
13. Merkmale: strenge, sequentielle Analyse, Handlungsalternativen, methodische Überprüfbarkeit Komparative Kasuistik: ▪ Vergleich von Einzelfällen ▪ Ziel: Muster und Unterschiede erkennen, neue wissenschaftliche Hypothesen für empirische Forsc
14. Falldarstellung: ausführlich, schriftlich, sehr systematisch -> Vergleichbarkeit 3
15. Nachempfindung = hermeneutische Fallkonstruktion -> Beobachtung, Darstellung, Analyse -> sozialpädagogische oder psycho-soziale Diagnostik „klientzentrierte Kasuistik“ – Wernet (2006) -> Fokus auf einer Person und Problem aus dessen Sicht v
16. Methoden - Methoden müssen wissenschaftlichen Qualitätskriterien / Standards genügen 3 Gütekriterien: -> belastbare Befunde, empirische Methoden 1
17. Klemm=inklusion/exklusion…) ➔ Zahlen sind empirisch und belastbar, aber nur begrenzt, können aber weitergeführt werden (sind erstmal nur Beobachtungen) Text Tenorth 2010: Lange Tradition: Empirische Bildungsforschung ist kein neues Phänomen
18. Zwei Blütephasen: Die Forschung hatte ihre Höhepunkte um 1900 (Fokus: Psychologie/Experimentelle Pädagogik) und um 1960/70 (Fokus: soziale Reformen und Bildungsrat)
19. A. Unterrichtslänge untersucht Zitat Herbart 1806/1976 - Kritik an empirischer Pädagogik -> geisteswissenschaftliche Pädagogik stärken - Pädagogik kann man nicht empirisch beobachten o Passiert zu viel zwischen und in Menschen o Dauert sehr
20. Jhdt: empirisch ausgerichtete, wissenschaftliche Päd - Von geisteswissenschaftlicher Päd bekämpft - Später bezeichnet als „Szietistische Flügel der Reformpädagogik“ bspl
21. Wurzeln: Positivismus - Vertreter: Auguste Comte (1789-1857) ➔ Wissenschaftliche Grundlage der experimentellen Pädagogik - Positivismus: Bezeichnet ursprünglich philosophisches System von Auguste Comte - Grundüberzeugung: Fortschritte der A
22. EWS: - Rückgang experimentellen Päd durch: ersten Weltkrieg und Meumanns Tod - Aufblühen geisteswissenschaftlich orientierten Reformpädagogik nach 1
23. Internationale Pädagogische Forschung – DIPF (1964) ➔ Beachtung in Community (heute Leibniz Institut) - Stabilisierung an Hochschulen: o U
24. Metaanalysen (z.B. um Effekte neuer Schulmodelle zu evaluieren) - In 1970er/80er Jahren qualitative und quantitative Verfahren (50/50) - in 1990er Jahren klarer Trend zu qualitativen Studien in Päd

📅 Key Dates

Date	Event
1789	Comte's birth, linked to positivism
1806	Herbart reference on teaching length
1829	Schleiermacher on systematic understanding
1857	Comte's death, linked to positivism
1900	Peak of empirical educational research
1951	Institutional reference in educational research history

📊 Synthesis Tables

Core approaches in education science

Approach	Main focus	Typical method
Hermeneutics	Understanding meaning in educational reality	Interpretation of singular cases and the hermeneutic circle
Case study (Kasuistik)	Detailed analysis of single cases	Observation, presentation, analysis
Empirical-analytical research	Reliable findings from observation and experience	Objectivity

Historical development of empirical educational research

Period	Main emphasis	Characteristic note
Around 1900	Psychology and experimental pedagogy	One of two main peaks
Around 1960/70	Social reforms and the educational council	Second main peak and realistic turn
1970s/80s	Qualitative and quantitative procedures	Both used in roughly equal measure

⚠️ Common Pitfalls & Confusions

1. Do not confuse Erziehungswissenschaft with Pädagogik: the source presents them as related but not clearly separated.
2. Do not treat education science as purely empirical; the source stresses empirical, philosophical, and practical dimensions.
3. Do not reduce hermeneutics to speculation; it is presented as a method of understanding and interpretation.
4. Do not mix intentional education with functional education: one is formal and controlled, the other spontaneous and uncontrolled.
5. Do not confuse case study with general statistics; kasuistic work starts from single cases and only then seeks generalizable insight.
6. Do not assume empirical educational research is new; the source states it has a tradition of more than 100 years.

✅ Exam Checklist

1. Know the origin of pedagogy as leading a boy and its link to guidance and upbringing.
2. Distinguish Erziehung from Pädagogik in the source's historical and practical framing.
3. Recall Brenzika's three theory types from 1978.
4. Explain the object of education science as educational influences, conditions, and effects.
5. Separate intentional education from functional education.
6. State the three main tasks of education science: systematic, historical, and international comparison.
7. Define ontology, epistemology, and methodology in the context of education science.
8. Describe hermeneutics as the central method of understanding educational meaning.
9. Explain Schleiermacher's systematic understanding and the hermeneutic circle.
10. Summarize the three steps of case study: observation, presentation, analysis.
11. Name the three quality criteria for empirical methods: objectivity, reliability, validity.
12. Identify the two peaks of empirical educational research around 1900 and around 1960/70.