Propaedeutics

Propaedeutic ( " education ", preparing lessons, from Greek προ pró 'before' and παιδεύω paideuō form ') provides an introduction to the language and methodology of science. As a general propaedeutic while the logic is viewed. Performance rates of the sixth form are seen as propaedeutic for a scientific study derived from it. A propaedeutic seminar at the University provides an important basic knowledge for other courses.

Propaedeutic in antiquity

In ancient times, it is seen as preparation for philosophy. So Plato wants to solve the adolescents of "false opinions " and " arrests in apparitions ". In the Middle Ages Wissenschaftspropädeutik consisted in the exchange of the " seven liberal arts " ( septem artes liberales ) before studying at a higher faculty. From the very beginning were high schools schools that lead to a university degree. In humanism, the grammar school education in research-based learning at the university is to go, if the maturity is reached. The various reforms of the West German Gymnasiale high school in 1972 were explicitly and specifically under the sign of a better study skills and led specifically for this purpose the accelerated courses a. And even this aspect, however, also significant shortcomings of the existing rate system be criticized.

Propaedeutic in today's philosophy

The propaedeutic in today's philosophy is to be understood as an introduction to philosophical thinking.

Wissenschaftspropädeutik

Wissenschaftspropädeutik is the guidance to scientific thinking and ways of working, to methods of gaining knowledge and in general epistemology and science theories.

Wissenschaftspropädeutik in the classroom

Wissenschaftspropädeutik, understood as initiating scientific procedure, is a binding part of lessons especially in upper secondary education in all schools that lead to university entrance. It does not necessarily mean that students should already operate autonomously science get ( something like " Young Scientists " in the ideal shape of ), but only an initial, exemplary insight into the working methods. This includes also the consideration of the boundaries of a particular methodological approach or general scientific work.

Wissenschaftspropädeutik is also not to be confused with the science orientation of the lesson content, which must of course reflect the state of knowledge of the sciences, but not in a comprehensive and differentiated manner, as is done in university lectures. A misunderstanding is also present if performance courses aim to already deep as possible to anticipate the course content of the basic studies, such as when performance history courses dealing half a year exclusively with the Punic Wars.

From the present perspective belong to different study skills competencies:

• Content - relevant: technical knowledge of all kinds (which exactly is extremely controversial in society);
• Methodological and formal: science-related media and methodological skills and techniques, differentiation capacity, etc.;
• Social: responsibility, cooperation and communication skills, etc.;
• Personal: Expression assets, commitment to rationality, dispositions, such as work discipline, willingness to learn, self-reliance, endurance, accuracy, etc.

In the teaching of secondary education, these skills must be developed systematically. How this should be done in the task fields, subjects and areas of learning is the task of general didactics and subject didactics.

Legitimation

Education shall be directed wissenschaftspropädeutisch (in all secondary areas ) because

• A high school entitles you to attend a university where scientific work methods are applied and extended;
• He should give students opportunities for orientation in our world dominated by science ( contribution to personal development, helping people to own " positioning ");
• Thus, the procedures are showing, with which the different sciences work and knowledge gain ( proper citation, source selection and analysis, hypothesis formation, methods of problem solving, method of data collection and analysis, observe, measure, compare, experiment, question, interpret, etc. );
• The students are asked (eg, humanities, mathematical, philosophical but also of naive knowledge acquisition " I'll take that as true, so it's like this ..." ) so compare the methodology, for example, the scientific knowledge gains in other methods of gaining knowledge;
• The students the limitations of scientific statements and working methods should be transparent ( for example, " The electron could not explain the phenomenon selektivpermeabler membranes. " ), that is, we us the "truth" only able to approach, but they never fully reach (see, falsification of Karl Popper ). Concepts, methods and theories are like headlights that illuminate the reality in a cutout and an angle, but not completely grasp.