Subject Orientation

Autor(en)

Thomas Hellmuth

Abstrakt

At first glance, the term “subject orientation” seems to be nothing more than an exaggerated paraphrase of the didactic principle of “addressee orientation”. In fact, however, subject-oriented historical didactics supplements addressee orientation with a sound theoretical-methodological basis, because it combines it with the theory of lifeworld, with systems theory and constructivism. Subject orientation puts the individual at the centre of teaching-learning processes and takes into account previous experiences and concepts resulting from socialisation processes.[1] The past only comes into people’s focus if there is a “reference to the present and the near future of their own existence and biography, to their own experiences”.[2] The subject-oriented didactics of history must refer to the constructivist didactics of history, individualization and differentiation as well as to the new cultural history and memory theories. It must therefore be emphasized that subject orientation does not view the individual in isolation from others, but always in the social context.

Organisation(en)

Institut für Lehrer*innenbildung, Institut für Geschichte

Journal

Public History Weekly

Band

7

ISSN

2197-6376

Publikationsdatum

11-2019

Peer-reviewed

Ja

ÖFOS 2012

503011 Fachdidaktik Geisteswissenschaften, 503033 Politische Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/bc8d76ea-0efb-45a7-9a08-a6fc58e505fe