Stefan T. Siegel
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Siegel
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Stefan T.
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stefan.siegel@unisg.ch
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+41 71 224 7591
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  • Publication
    Type: journal article
    Journal: Teoría de la Educación. Revista Interuniversitaria
    Issue: 34
    URL: https://revistas.usal.es/index.php/1130-3743/article/view/teri.27157
    DOI: https://doi.org/10.14201/teri.27157
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/109532
  • Publication
    The problem of educational theory
    (Sage, 2021-07-30)
    Siegel, Stefan T. orcid-logo
    ;
    Biesta, Gert
    Abstract This interview sheds light on current developments threatening the disciplinary ‘heart’ of education. Taking a starting point in the continental ‘configuration’ of the field, Gert Biesta and Stefan T Siegel argue that there are forms of theory considered distinctively educational. Based on this premise, they discuss why defining educational theories (Erziehungswissenschaftliche Theorien) is so challenging, and why it is nevertheless a rewarding endeavour. By distinguishing between (genuinely) educational theories in a narrow sense and (educationally relevant) theories in a wider sense, Biesta and Siegel attempt to tackle the problem of educational theory and to stimulate the discourse on theorizing education. Keywords Educational theory, philosophy of education, educational studies, academic disciplines, purposes of theory https://journals.sagepub.com/doi/10.1177/14782103211032087
    Type: journal article
    Journal: Policy Futures in Education
    URL: http://dx.doi.org/10.1177/14782103211032087
    DOI: 10.1177/14782103211032087
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/110185
    Scopus© Citations 13
  • Publication
    Rediscovering Education’s Relative Autonomy: Reflections on the Discipline’s Past, Present, and Future
    ( 2022-09)
    Siegel, Stefan T. orcid-logo
    ;
    Matthes, Eva
    ;
    Biesta, Gert
    The relative autonomy of education has always been in jeopardy. Particularly today, several developments (e.g., the rise of ‘Empirische Bildungsforschung’ (empirical educational research) seem to threaten the disciplinary “heart” of Pädagogik or at least fundamentally transform its appearance in the German-speaking context. With this in mind, we argue that it is valuable to reconsider the principle of the relative autonomy of education, which is a central topic of the paradigm Geisteswissenschaftliche Pädagogik. Therefore, we take a closer look at Pädagogik’s/Erziehungswissenschaft’s past, present, and future. In the first part of this talk we retrace the historical development of this field of study in the German-speaking context and delineate when the idea of education as a relative autonomously discipline was introduced and what it originally means. In the second part of the talk, we analyze the current state of the discipline and spotlight developments threatening education’s autonomy. We shed light on the question of what might get lost if Pädagogik/Erziehungswissenschaft as a discipline in its own right disappeared. In the last part, we argue for education as an independent discipline that advances its own questions, interests, and perspectives and outline how educationalists can strengthen education’s autonomy and disciplinary identity.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/108357
  • Publication
    Rediscovering Education’s Relative Autonomy: Reflections on the Discipline’s Past, Present, and Future
    ( 2022)
    Siegel, Stefan T. orcid-logo
    ;
    Matthes, Eva
    ;
    Biesta, Gert
    The relative autonomy of education has always been in jeopardy. Particularly today, several developments (e.g., the rise of ‘Empirische Bildungsforschung’ (empirical educational research) seem to threaten the disciplinary “heart” of Pädagogik or at least fundamentally transform its appearance in the German-speaking context. With this in mind, we argue that it is valuable to reconsider the principle of the relative autonomy of education, which is a central topic of the paradigm Geisteswissenschaftliche Pädagogik. Therefore, we take a closer look at Pädagogik’s/Erziehungswissenschaft’s past, present, and future. In the first part of this talk we retrace the historical development of this field of study in the German-speaking context and delineate when the idea of education as a relative autonomously discipline was introduced and what it originally means. In the second part of the talk, we analyze the current state of the discipline and spotlight developments threatening education’s autonomy. We shed light on the question of what might get lost if Pädagogik/Erziehungswissenschaft as a discipline in its own right disappeared. In the last part, we argue for education as an independent discipline that advances its own questions, interests, and perspectives and outline how educationalists can strengthen education’s autonomy and disciplinary identity
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/109535