Details
| Original language | German |
|---|---|
| Pages (from-to) | 584-598 |
| Number of pages | 15 |
| Journal | Zeitschrift für Pädagogik (druck) |
| Volume | 69 |
| Issue number | 5 |
| Publication status | Published - 2023 |
Abstract
The seminar is a university teaching format associated with the idea that students and lecturers should have an opportunity to jointly discuss and criticise knowledge. On the basis of selected interaction sequences from seminars in different subjects, the article develops the thesis that the seminar is in fact not a place of critique or of the confrontation of arguments. Rather, we argue that empirical evidence shows that the seminar is actually relatively free from the risks of argumentative critique. Instead of integrating students into discursive debates, it offers them the opportunity to practise scientific speaking in a discursive space.
ASJC Scopus subject areas
- Medicine(all)
- Pediatrics, Perinatology, and Child Health
- Social Sciences(all)
- Education
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In: Zeitschrift für Pädagogik (druck), Vol. 69, No. 5, 2023, p. 584-598.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Wissen ohne Geltung oder: Das Seminar als Ort eines kritiklosen Diskurses
AU - Wenzl, Thomas
AU - König, Hannes
AU - Kollmer, Imke
PY - 2023
Y1 - 2023
N2 - The seminar is a university teaching format associated with the idea that students and lecturers should have an opportunity to jointly discuss and criticise knowledge. On the basis of selected interaction sequences from seminars in different subjects, the article develops the thesis that the seminar is in fact not a place of critique or of the confrontation of arguments. Rather, we argue that empirical evidence shows that the seminar is actually relatively free from the risks of argumentative critique. Instead of integrating students into discursive debates, it offers them the opportunity to practise scientific speaking in a discursive space.
AB - The seminar is a university teaching format associated with the idea that students and lecturers should have an opportunity to jointly discuss and criticise knowledge. On the basis of selected interaction sequences from seminars in different subjects, the article develops the thesis that the seminar is in fact not a place of critique or of the confrontation of arguments. Rather, we argue that empirical evidence shows that the seminar is actually relatively free from the risks of argumentative critique. Instead of integrating students into discursive debates, it offers them the opportunity to practise scientific speaking in a discursive space.
KW - Academic Socialisation
KW - Discourse
KW - Scientific Cultures
KW - Seminar
KW - University Teaching
UR - http://www.scopus.com/inward/record.url?scp=85209225976&partnerID=8YFLogxK
U2 - 10.3262/ZP2305584
DO - 10.3262/ZP2305584
M3 - Artikel
VL - 69
SP - 584
EP - 598
JO - Zeitschrift für Pädagogik (druck)
JF - Zeitschrift für Pädagogik (druck)
SN - 0044-3247
IS - 5
ER -