<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In a plural and democratic society teaching challenges not only arise from the conditionality and perspectivity of knowledge, convictions and value systems, but also from a postfactual thinking. Questions of how to deal with one’s own subject-specific norms are sometimes pushed into the background in academic subject didactics. The article shows the potential of interdisciplinary comparison by using the example of classroom communication norms within different disciplines with strong subject cultures. An exchange regarding relativity and normativity could profile the subject-specificity of knowledge and knowledge communication as a necessary orientation against simplification and disambiguation for teachers and students in an uncertain world.</p>
</abstract>

In a plural and democratic society teaching challenges not only arise from the conditionality and perspectivity of knowledge, convictions and value systems, but also from a postfactual thinking. Questions of how to deal with one’s own subject-specific norms are sometimes pushed into the background in academic subject didactics. The article shows the potential of interdisciplinary comparison by using the example of classroom communication norms within different disciplines with strong subject cultures. An exchange regarding relativity and normativity could profile the subject-specificity of knowledge and knowledge communication as a necessary orientation against simplification and disambiguation for teachers and students in an uncertain world.

Relativity and normativity as a challenge of subject- matter teaching and learning

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

In a plural and democratic society teaching challenges not only arise from the conditionality and perspectivity of knowledge, convictions and value systems,...

Relativity and normativity as a challenge of subject- matter teaching and learning

Publié en ligne: 03 janv. 2023

Pages: 93 - 106

DOI: https://doi.org/10.23770/rt1857

Mots clés
uncertain society, norms of subject didactics, subject- specific classroom communication

© 2022 Carolin Führer et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Relativity and normativity as a challenge of subject- matter teaching and learning

Publié en ligne: 03 janv. 2023

Pages: 93 - 106

DOI: https://doi.org/10.23770/rt1857

Mots clésuncertain society, norms of subject didactics, subject- specific classroom communication

© 2022 Carolin Führer et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
uncertain society, norms of subject didactics, subject- specific classroom communication