Psychological ‘Bildung’

Fraissl (David)
University of Vienna / Department of philosophy, Universitätsstraße 7, 1010, Vienna

 

Submission type

Poster only

Scheduled

Poster Sessions 4 (10.30-11:00), 27-09-2016, 10:30 - 11:00

Keywords

Psychological 'Bildung', psychological literacy, psychological education, teaching of psychology, didactics of psychology, autonomy

Summary

Didactics of psychology is in its academic infancy. The situation was improved with the monography by Paul Geiß (2016), in which the author focuses on competence-oriented teaching of psychology in secondary education. What is still missing is a general model of psychological ‘Bildung’ that offers psychology didactics a broader normative orientation. Although Hans-Peter Nolting (2014) presented a draft of psychological general education, in German-speaking countries it remains undetermined what psychological ‘Bildung’ can and should be. My upcoming dissertation is an attempt to fill this research gap.

The current debate in the English-speaking world about psychological literacy suggests two key aspects: understanding psychological concepts and their application to personal, social and organizational problems (Murdoch 2016). To provide a differentiation between psychotechnical influence and psychological ‘Bildung’, it is necessary to provide normative guiding ideas of teaching psychology. For this purpose, philosophical arguments are used, because psychology as an empirical science alone is unable to give normative statements. The normative guiding ideas of psychological ‘Bildung’ are autonomy and perspectivity.

The result will be an interdisciplinary model of psychological ‘Bildung’ consisting of philosophical, psychological and educational terms, which can serve as an orientation for the concrete design of autonomy- and perspective-oriented didactics of psychology.

Auteurs