Practices of classroom attentionality
Final Report Abstract
The project Praxen der Aufmerksamkeit im Unterricht (PAU) employed the phenomenological-videographic approach developed at Humboldt University to investigate the embodied and material dimensions of attentional practices in classroom settings. Students in 9th grade from four school classes across three different schools representing diverse social milieus in Berlin were videographed. The data corpus consisted of eight videographed lessons and 19 ethnographic descriptions, from which eight sequences were isolated. These sequences were cross-referenced with field notes and background information and documented in thick descriptions. Additionally, they were symbolically analyzed and categorized using the video analysis software Feldpartitur. Based on this, four exemplary cases were identified using theoretical sampling. The underlying thesis was confirmed: shared attention emerges from the correlation of attending and showing, which must be differentiated according to the school subject and the subject matter. This was examined first from the perspective of showing. Practices of showing were differentiated into showing something (representation), showing oneself (presentation), and according to their horizon (mundanity). Interattentionality, sociality, existentiality, and the mundanity of showing were demonstrated through typical sequences and presented in several publications. Second, the affectivity of especially showing oneself was elaborated in more detail. This was done using the example of the emotion of shame and thus achieved an emotional and educational-theoretical expansion of research on showing and attention. Third, the constitution of the subject matter was analyzed from methodological and didactic perspectives. The subject matter as the content of what is taught or learnt in class was revealed as a problem of constitution. In doing so, findings were generated for both general educational theory and general didactics. Fourth, based on the problem of subject matter constitution, the question of representation as a "showing of the world" or as a "world-centred education" was developed. In this context, practices of showing and attending were situated within an educational-theoretical framework of world relation. While reliable results and publications are available for the first two focal areas, the latter two have so far opened up research horizons in several publications and require further development toward an empirically informed theory of classroom teaching and a theory of education in relation to the world.
Publications
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"Bildung of emotions and Bildung through emotions: the orientactive, evaluative and Bildungs-effect of shame", 5th International Symposium on Phenomenological Research in Education: Feeling – Emotion – Mood. Phenomenological and pedagogical perspectives, Humboldt Universität zu Berlin
Brinkmann, M.
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"Bildung of emotions and Bildung through emotions: the orientative, evaluative and Bildungs-effect of shame", Vortrag im Rahmen der Winterschool „Emotions and Care", Universität Verona
Brinkmann, M.
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Bildung of Emotions and Bildung Through Emotions: The Orientative, Evaluative and Bildungs-Effect of Shame. Phänomenologische Erziehungswissenschaft, 131-150. Springer Fachmedien Wiesbaden.
Brinkmann, Malte
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Emozione, Bildung, Übung. Pensieri su una Bildung delle emozioni come fare pratica. In: Mortari, Luigina/Valbusa, Federica (Hrsg.): Il sentire che noi siamo. Carocci
Brinkmann, M.
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Das Zeigen der Welt. Vierteljahrsschrift für wissenschaftliche Pädagogik, 98(2), 166-184.
Brinkmann, Malte
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Weltlichkeit und die Vermittlung von Welt. Vortrag auf der Jahrestagung der Kommission Bildungs- und Erziehungsphilosophie der DGfE "Geteilte/verteilte Welt(en), Universität Halle
Brinkmann, M.
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Die doppelte Negativität der Welt. Zur Bildungstheorie der negativen Erfahrung im Lernen und Üben. Die Grenze denken. Anschlüsse an Kitaro Nishida und Eugen Fink. Kolloquium am Středoevropský institut pro filosofii (SIF) | Mitteleuropäisches Institut für Philosophie Univerzita Karlova, Fakulta humanitních studií a Filosofický ústav Akademie věd České republiky
Brinkmann, M.
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Lass dir zeigen, was du lehrst. Anmerkungen zur Operativität des Zeigens der Welt. Symposion: Von der Reflexion zur Operation: Stand und Perspektiven der Operativen Pädagogik, Pädagogische Hochschule Freiburg
Brinkmann, M.
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Education and Bildung – forgotten relational und educational Foundation. Keynote Fourth International Conference, Institute for Philosophy and social Theory. University of Belgrade. WHY STILL EDUCATION? Experience of Education, Belgrade 9–11 October, 2024
Brinkmann, M.
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Erziehen und Unterrichten als Zeigen. Faculty of Education, Soka University, Tokyo, Japan
Brinkmann, M.
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Lass dir zeigen, was du lehrst. Von Der Reflexion Zur Operation, 149–179.
Brinkmann, Malte
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Welterfahrung und Weltvernichtung. Phänomenologischen Überlegungen zu einer mundane Theorie der Bildung, In: Jergus, K., Weiß, G., Brinkmann, M. (Hrsg.): Geteilte und verteilte Welten. Bildungs- und erziehungsphilosophische Betrachtungen (S. 88–107). Schriftenreihe der DGfE Kommission Bildung und Erziehungsphilosophie. Beltz Juventa
Brinkmann, M.
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Bildung in the World. Phenomenological Thoughts on Reality, Givenness, and Experience of the World Under Conditions of Destruction. Phänomenologische Erziehungswissenschaft, 21-40. Springer Fachmedien Wiesbaden.
Brinkmann, Malte
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The World that Matters – Phenomenological Perspectives on the Relation Between Subject Matter and World in the Classroom. 7. internationales Symposion zur phänomenologischen Erziehungswissenschaft an der Humboldt-Universität zu Berlin
Pastenaci, D.
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Erziehen als Zeigen, Sich-zeigen und Zeigen der Welt. Ergebnisse der phänomenologisch-praxeologischen Forschung. Operativität – Erziehung – Differenz, 33-60. Springer Fachmedien Wiesbaden.
Brinkmann, Malte
