Subject of Pedagogy

• Scientific fields have an interest in systematization regarding themselves and the objects they study.
• Systematization lacks uniformity.
• There are different proposals for the internal differentiation of educational science's sub-disciplines.
• Educational science distinguishes itself from other disciplines and pedagogies.

Subject of Pedagogy

• Pedagogy and its "pedagogical objects" have been topics of discussion since around 1900 with the establishment of pedagogy professorships and the discipline's consolidation.
• Since 1778, Ernst Christian Trapp was the first professor of pedagogy, advocating for studying education as an art.
• Around 2,500 years ago, Socrates' pedagogical thinking was considered.
• Education and instruction are seen as independent subjects of reflection, moving away from self-evidence and unquestioned actions.
• Socrates' maieutics involved questioning and relativizing knowledge, distinguishing between doxa and episteme.
• Virtue cannot be learned.

Childhood

• "Childhood" and "youth" as "objects" of pedagogy involves education, instruction and family.
• Ernst Christian Trapp's pedagogy in 1780, focused on children and adolescents.
• Distinctions between childhood, youth, and adulthood can be found in Aristotle's "Politics."
• Paideia was meant to educate young people beyond simply keeping them quiet with rattles.
• Paideia's continuation and intensification occur during adolescence, known as meirakion.
• Erastes and eromenos had a close relationship that was pedagogically and sexually motivated.
• By age 12, a boy interested adult men, steadily increasing until about 18 years old.
• A pederastic relationship beyond this point was publicly scorned.
• Education in archaic times primarily private under pederasty, where an older mentor passed on societal ideals and behaviors to a younger companion.
• The erastes functioned as a father figure, providing education through sexual attraction was the underlying motivation.
• Slaves were provided to protect and accompany the children known as pedagogue.
• The boundaries and legitimacy of these relationships have historically varied.

Childhood as Object

• "Childhood" as an "object" of pedagogy involves developmental tasks not always fitting the current times.
• Development happens over 7 phases, transition to adulthood being the end phase.
• Developmental phases include infancy, early childhood, later childhood, school age, full childhood, puberty, and adulthood.

Childhood History

• Historian Philippe Ariès viewed childhood history as a history of decline in his book “Centuries of Childhood.”
• The pedagogical focus on children as a suppression of freedom and social exclusion by adults.
• Historical analysis reveals childhood isolation and discipline enforcing societal norms.
• Childhood becomes ghettoized.
• Lloyd deMause views childhood history as progressive in "Hört ihr die Kinder weinen."
• Emphasized the improved relationship quality between children and adults.
• gradual improvements in child protection and care
• Childhood history is viewed as class-based
• Class distinctions extend into childhood
• Social class structures and socioeconomic backgrounds permeate children's daily lives.
• Social inequality and dominance are perpetuated.
• The vanishing of childhood
• Decline in educational readiness
• Blurring the lines between childhood and adulthood
• Children consume the same content as adults, such as pornography via the internet, escalating the issue.

Pedagogical Origins

• Determining the beginnings of pedagogy depends on perspective, revealing various starting points.
• Childhood and youth can be considered subjects of pedagogy.
• Conceptions of childhood and youth are historically based constructs, not timeless entities.
• The history of childhood interpreted in different ways

Pedagogical Topics

• Pedagogy as a discipline is unsettled.
• Johann Christoph Gottlob Schumann’s textbook in 1876, represents pedagogy's topics.
• Textbooks serve as intermediaries between expert knowledge and students' understanding.
• Textbooks secure the academic identity of future scholars.
• Textbooks mirror disciplinary development by showcasing theoretical trends.

Disciplinary Matrix

• Disciplinary matrix includes teaching programs and examination behaviour.
• The study of pedagogy promises more than discipline can uphold
• Theory and practice relationally in a constant state of flux.
• Scientific pedagogy offers no responses to practitioners' questions due to the situation-based nature of the questions.
• These questions isolate only an aspect from complex educational scenarios
• Consensus on the understanding of education not incorporated into a systematic framework.
• Neither the scope, the duties, the terminologies, not the subsystems, nor the methods are uncontroversial.

Introducing Pedagogy

• Introductory educators aim towards problem awareness but are tempted to dictate material, prompting students to passively receive knowledge.
• Desires to advance beginners to specific academic standards rapidly.
• Students anticipate problem-solving strategies
• Educators abandon exploratory teaching methods for doctrinal approaches.
• Introductions to pedagogy should challenge assumptions.
• A delicate balance must be struck to highlight that fundamental pedagogical insights require self-questioning to prevent insecurity.
• The brought all-encompassing affirmation towards pedagogical assignments can overshadow proof of the irrationality associated with particular notions, or a lack thereof.

Textbooks

• Textbooks can provide insight into subject systematization within pedagogy, exhibiting varying disciplinary arrangements.
• Engaging with pedagogical subjects distinguished by complexity, controversy
• Textbooks do not apply to specific realistic issues, lies within subject boundaries

Subject Material

• The subject of pedagogy includes childhood and youth
• also covers education, teaching, socialization, learning, counselling, help, family, school, child and youth services and/or university.
• Each subject has its own theories, e.g., theories of education or school.
• Historical analysis of childhood and youth in antiquity.
• How childhood adolescence became a vital phase of life.
• Systematic analysis of childhood, youth, other topics in textbooks.
• Comparative views of sociocultural conditions of growing up (e.g. German vs. Mali)

Cross Cultural Studies

• The Aztecs boys are carefully taught how to speak well, and those who do not would be pricked with maguey thorns, also the children would study songs in book.
• According to tradition a Masai boy becomes a man through courage and discipline.

Rites of Passage

• Transition rites describe people undergoing significant phases
• Birth, marriage, or death
• Rituals order society and culture
• Separation - transition – return
• Variations of transition rites derive from the same patterns

Comparative education

• Diverse terms like Education science, educational research
• Foreign instruction and Ethnopedagogy are component disciplines
• Ethnopedagogy gains assistance on procedures by the anthropology
• Ethnopedagogical assignments involve tradition with focus more on informal with the system of idea basis

Educational goals

• Study to traditional instruction, core content to inform institution
• Evolves to an universal instruction ethology

Learnings #04

• Variances in cultural
• National perspectives highlight objects
• Specifics to comparing educational aid
• The ‘Wunde’ film analyses certain concepts
• Ethnopedagogy contributes

Pedagogy As Profession

• Distinguish the practice from professionalism as its needs to go through scientific practice at institutions
• Triad; familiar, skilled, and scientific in knowledge
• Professionalised knowing is those who undergo the craft but isn’t without skill

From 2500 years ago antique in 300 BC to 500BC

• Paidagogos or enslaver,
• First income earner Sophist for example was Protagoras
• Sokrates pointed an awareness is needed before hand, as he wasn’t anyones teacher

Focus in antiquity Era

• Platon is the process towards reversion
• Aristotoles is for the reason and perception

Medieval focus On

• Greeks in study and instruction
• Next centuries focus in instruction
• Transferal in idea is hardly notable
• God is teaching in between but isn’t challenged
• Jesus is the sole teacher who has the word

In middleage

• Guarantee security towards a souls safety
• Shepherd is the correct height

Renaissance

• Shift by Renaissance with more than instruction its education towards liberation of single beings
• Adam is no different as everyone can reach out towards wishes at free will

Comenius 1591 to 1670

• In threshold to theological study from secular studies at the time
• Whole programs known is omnis, omnia, omnino

1700 to 1800 Era

• Formation of home teaching with Humboldt
• Jean also was

In 1800′s

• Johan thought what tact
• Wilhelm and Frank showed images for development towards a child

Contemporaries work, 1900′s

• reform to study with head, heart

In 2000

• A depiction to methods at working
• Historical increase, with the role as a caregiver

Merging with other fields with kindergarten and youth

To the creation of a unity with caregivers

• First college is in 2004
• As the teacher was in 1969

Various positions available

Caregiver sister Teaching teacher Kindergarten

Towards becoming a teacher

• With the knowledge of taking care of the youth
• Post Secondary education

The history towards caregiver role

• At school
• Later and caregiver
• By 1900 a foundation takes place
• In 1972 a youth program is used

Pointing Basic function towards teaching

• Directing something with others
• To whom it’s shown
• At said time in basic functions

To take on 3 forms

• Show perform
• Show represent
• Direct appells
• React feedback

In pedagogy there was a range in jobs

• Historic point of view show an evolution towards its studies
• Dynamism starting to see a dynamic
• Basic theory has expanded

What does it mean to study through education

• Difference from skilled versus official employment states its requires science
• Triad and practice is less with the common person
• The knowing at high rank which science is must

Profession the perspective systematic

• From work is that one gets paid
• Demands from 12 GG takes up skills and payment
• Orientation, its provides economic guidance
• An employment helps find a place
• Can be passed to others even from said body's
• Social aspects is relative

Professionalization

• Within means to go privatized
• A phenomenon and division with job fields
• Means to study it officially
• With 2 aspects with its title

From profession,

• Higher academics
• Main goal
• Scientist binded
• High authority with freedom

Professionality…

• to extract appropriate insights from relevant fund of knowledge.”

Pedagogical Action…

• “What do pedagogues do as professionals?”
• “The forms of pedagogical acting” by Gabriele and Klaus Prange.
• To help with organization and information to students.

Antinomies of pedagogical action

• Individualizationparadox with forced
• Organization is more than communication as pedagogical
• Pluralizing and differences is needed to unify
• Civilised is close but distant with rationalizations

Learnings #06

• Structural are like others jobs
• Skill help develop what goes further
• A controversial profession is often with semi
• Professional has a way to reflect when needed
• This action has contradiction

Social actions with paradigms are…

• Forced vs freeing with independent life

Pedagogical work through specific things

• Paradigms is through understanding

“The right type of people” were what they were looking for

• Social expectations was higher the case it’d be

With comparative perspective

• Special qualification is obvious through expectations
• “In contrast with the progress and function of any system, due to an analytical outlook has its own systems with what is available

What educational persons come from

• Some teachers help with quick fix

During the divide of “educational people.”

• New helpers
• Long helpers like people with graduate
• Short student

Principle in democracy

• Through teaching how its organised in peace
• To unite and have everything

To unify teachers

• With the function in the FDJ like that of “multifunctional”
• Increase what it was in study to five

How study look?

• Sociopolitical background

• Psychology

• Russian

• Practice in what said role holds

The goal with teachers

• To socialize values
• Politically
• Develop skills
• Make pre employment for said study

Formation in italys schooling

• Introduce schooling for literacy at 73%
• Increase in age for schools
• Governmental kindergarten
• Increase in schooling as well

During 1999’s

• Schools reform is underway
• Learning for digital school
• Support is only for blindness or physical
• Increase in enrollment to universities
• School count is max for numbers

How to help

• Learn to act
• The individual is promoted
• Social skills increased

3. At the Turning Point of Pedagogy. Schools in Scandinavia

• In Sweden:
• The "Grundskola" covers the classes 1-9, in which there are two teacher levels. There are teachers for grades 1-6 and teachers for grades 4-9.
• More than 70% of the pupils acquire the study entitlement
• You address teachers with ‘you’"

Learnings #07

• The perplexity of one's own culture (de-self-evidently) can help to contribute that, structural, organizational and curricular features in pedagogical Acting and the profession are only to be identified.
• In comparison to the pedagogical the socialist ideology was the linchpin and there were also Interlockings with non-professional activities.
• In comparison to the pedagogical

IV. Pedagogical "Institutions" in historical, systematic and

comparative perspective

• Pedagogical institutions – in historical perspective
• By an "occupation" everyone can do what makes them happy