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[German Version] I. The Term The psychology of learning is a subdiscipline of psychology that also developed as a science during the 20th century. It is guided by the definition of learning as an object of study that deliberately casts a wide net; from the start, it has not been limited to education, schools, or other forms of teaching and instruction. Learning refers to all changes in behavior that can be traced to experience (in contrast to maturation or growth, as well as the effects of drugs) and prove relatively long-lasting. The psychology of learn…

[German Version] (Feb 27, 1863, South Hadley, MA – Apr 26, 1931, Chicago), son of pastor and homiletics professor Hiram Mead, studied at Oberlin College (until 1883) and Harvard (1887/1888), where he had contacts with J. Royce and W. James. Subsequently, he studied in Leipzig (with W. Wundt and others) and in Berlin (with, among others, W. Dilthey). In 1891, he became a lecturer in psychology at the University of Michigan (from that time, contact with J. Dewey); in 1894, he moved to the University…

[German Version] (Mar 14, 1903, Stettin – Feb 7, 1991, Tübingen) studied in Berlin, received his doct…

[German Version] I. Social Sciences – II. Social Ethics – III. Practical Theology I. Social Sciences Organization in the broadest sense refers to the activity of ordering, arranging, administering, etc., and in the sense of self-organization, autopoiesis, etc. the process by which systemic structures develop, including in nature or in the field of natural science. As a sociological and economic concept, organization denotes an insti-¶ …

[German Version] The term school reform, or more broadly educational reform, is often limited to particular epochs, like the ambitious reforms of the 1960s. In fact the history of school reform goes back as …

[German Version] I. Concept and History – II. The Present – III. Religious Education and Theology I. Concept and History It has often been observed that the term learning is highly ambiguous, in large part because until recently it has only been used colloquially. Since ancient times, the shifting concepts of learning have derived from the concepts of teaching and instruction, as well as the concepts of education, formation (Education/Formation), ¶ and school. The concepts of knowledge and understanding (Epistemology) debated in Greek philosophy (Sophistic school, Plato, Aristotle) are still influential today. In the history of educational theory, efforts toward a scientific understanding of the nature of the learning process go back to J. Pestalozzi (elementary education, learning through sense perception and experience) and J. Herbart (educational instruction, learning by building on a base of structured knowledge). The progressive educa…

[German Version] The theory of vocational or business education is a subdiscipline of educational theory (Education, Theory of). While its historical roots, for example in the various trades, can be traced to antiquity and above all the Middle Ages, it established itself as a scientific discipline only with the development of the vocational education system in the 20th century. Initially it focused on (trade) schools, but today it is being extended to social and operational settings. Friedrich Schweitzer Bibliography A. Schelten, Einführung in die Berufspädagogik, 1991.

[German Version] (Aug 9, 1896, Neuchâtel – Sep 16, 1980, Geneva). After studying largely as an autodidact, he received a doctorate in natural science in 1918 at Neuchâtel, after which he worked in various psychological laboratories in Zürich and Paris (beginning work with Alfred Binet in 1919). From 1921 he held various teaching positions and professorships (sometimes concurrent) in Geneva, Neuchâtel, and Paris in the natural sciences, psychology and sociology; he also taught within the co…

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[German Version] I. Religious Studies The term socialization is used in various academic fields, especially sociology, (social) psychology, and the educational disciplines (Education, Theory of ). Already used by É. Durkheim in 1907, it experienced a wave of popularity in the 1960s and again in the 1980s. Initially it emphasized the formation of individuals by society; recently it has focused more on the interaction between individuals’ own activity and outside influences and between individuation and socialization (…

[German Version] I.  History of Religion – II.  Biography and Religion – III.  Autobiography and Religion – IV.  Practical Theology and Education I. History of Religion The term biography denotes the life history of an individual, both in regard to its external course and in regard ¶ to spiritual and mental development. In a narrower sense biography is the narrative, whether oral or written, of …

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[German Version] I. Terminology – II. History – III. Philosophy – IV. Philosophy of Religion, Dogmatics, Ethics – V. Practical Theology and Education – VI. Social History…

[German Version] I. The Term – II. History – III. Present-Day Emphases – IV. Significance for Theology I. The Term The expression “theory of education” (or: “education theory and methodology” – Ger. Pädagogik) serves as a “collective term for all theoretical and practical endeavors in respect of education. As a theory, it refers to the essence of the teaching(s) or science(s) ‘about’ and ‘for’ education, and also to educationally significant reality (in the broad sense). Education theory as a practice is understood to be the totality of activities and processes through which education is carried out and optimized” (Weber 12). The parallel term “education science” (Ger. Erziehungswissenschaft) is found within the context of a social scientific and empirical turning point in the discipline. There is wide consensus today that scientific education theory may neither be thought of without normative precedents nor be constructed without empirical research. ¶ At the end of the 18th century, educational theory became a separate discipline, because (a) ecclesiastical and theological structures lost some of their currency, (b) …

[German Version] I. History – II. Practical Theology – III. Latin America, Asia, Africa I. History 1. Early Church. The verb κατήχειν/ katḗchein originally denoted the oral transmission of a message in the sense…

[German Version] I. Religious Studies 1. General. The words for time denote in different languages, according to their etymological derivation and symbolic semantic field, different ways of dividing natural and cultural forms of progression and sequences of events into parts separated and distinguished from one another. The German word for time, Zeit, comes from Old High German zīt; “divide (up)”, from the root *dāi, “divide,” and implies the general dividing function of ideas of time, as factors in ordering experience of the world. Different ideas of time …

[German Version] I. Religious Studies – II. Bible – III. Dogmatics – IV. Education and Ethics – V. Law I. Religious Studies Emphasis on the phenomenon known as obedience varies among religions, but wherever human beings are understood as hearers of a divine or sacred word obedience plays an important role as the claim of a higher, transhuman power on human beings. The religious will to obey presupposes prevailing over one’s own self-will for the sake of God or what is holy. The Enlighten-¶ ment, which calls human beings to autonomy, led to a crisis of the religious concept of o…

[German Version] I. Religious Studies Pluralism arises from the ineradicable diversity (Unity and diversity) of the world, whereas monism presupposes the unity of the world and views this diversity as nothing more than an illusion or an antecedent stage on the road to “ultimate” unity. Classical phenomenology of religion, following R. Otto, considered religious pluralism to reflect diverse manifestations of the singular Holy in various religions (Otto; Gantke, Begriff). This form of religious pluralism presupposes a common basis of all religions. Today’s plural…