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Faculty of Language and Literature, Humanities, Arts and Education Faculty of Language and Literature, Humanities, Arts and Education faculty FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION OF LANGUAGE AND LITERATURE, FACULTY FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION OF LANGUAGE AND LITERATURE, FACULTY report uni.lu/fl shase 2014 // FACULTY REPORT 2014 // FACULTY FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION OF LANGUAGE AND LITERATURE, FACULTY > faculty report 2014 > missionOUR he Faculty of Language and Literature, Humanities, Arts and Education Tbrings together expertise from the humanities, social sciences, and human sciences with knowledge from educational scholars, linguists, and cognitive scientists. People from across 20 disciplines are working within the Faculty. Along with the disciplinary approach, a very ambitious interdis- ciplinary research culture has been developed. This diversity is also apparent in the breadth of our course offering: three doctoral schools, 15 Master’s and four Bachelor’s programmes give stu- dents the opportunity to pursue an internationally oriented academic education. Students prepare for both science and practice in multilingual study environments. a Faculté des Lettres, des Sciences humaines, des Arts et des Sciences Lde l’Education allie l’expertise des sciences humaines et sociales au savoir des spécialistes en sciences de l’éducation, lettres et sciences co- gnitives. Ce sont quelque 20 disciplines qui travaillent en sein de la Faculté. En plus de la méthode disciplinaire, une culture très ambitieuse de la re- cherche interdisciplinaire s’y est développée. Cette diversité se manifeste aussi dans l’étendue de notre offre: trois écoles doctorales, 15 Masters et quatre Bachelors permettent aux étu- diants de bénéficier d’une formation universitaire à caractère international. Les étudiants se préparent ainsi au monde scientifique et professionnel dans un environnement multilingue. ie Fakultät für Sprachwissenschaften und Literatur, Geisteswissen- Dschaften, Kunst und Erziehungswissenschaften führt Expertise aus den Geistes-, Sozial- und Humanwissenschaften mit dem Wissen von Er- ziehungs-, Sprach- und Kognitionswissenschaftlern zusammen. Rund 20 Disziplinen arbeiten unter dem Dach der Fakultät. Der Komplexität der For- schungsfelder entsprechend hat sich neben der disziplinären Herangehens- weise eine sehr ambitionierte interdisziplinäre Forschungskultur entwickelt. Diese Vielfalt zeigt sich auch in der Breite unseres Lehrangebots: drei Doc- toral-Schools, 15 Master- und vier Bachelorstudiengänge ermöglichen den Studierenden eine international ausgerichtete akademische Ausbildung. In mehrsprachigen Studienumgebungen bereiten sich die Studierenden auf den beruflichen Start in Wissenschaft und Praxis vor. table of content > INTRO 6-9 > CHANCEN UND HERAUSFORDE- 27 > STATEMENT R UNGEN DER UNIVERSITÄREN LEHRE ECCS 28-29 > ECCS: LOCAL AND GLOBAL PERSPECTIVES ON EDUCATION 10-14 > FACULTY HIGHLIGHTS IPSE 30 > HIGHLIGHTS INSTITUT FÜR 15 > STATEMENT GESCHLECHTERFORSCHUNG, DIVERSITÄT UND MIGRATION IPSE 16-17 > IPSE: CO-OPERATION ACROSS DISCIPLINES INSIDE 31 > HIGHLIGHTS INSTITUTE FOR RESEARCH ON SOCIO- ECONOMIC INEQUALITY ECCS 18 > HIGHLIGHTS INSTITUTE OF APPLIED EDUCATIONAL SCIENCES (AES) IPSE 32 > HIGHLIGHTS INSTITUT D’ETUDES ROMANES; MEDIAS ET ARTS IPSE 19 > HIGHLIGHTS INSTITUTE FOR HISTORY 33 > STATEMENT INSIDE 20 > HIGHLIGHTS INSTITUTE FOR RESEARCH 34-35 > RESEARCH PRIORITY IN EDUCATION: RESEARCH ON GENERATIONS DEALING SUCCESSFULLY WITH AND FAMILY MULTILINGUALISM AND DIVERSITY 21 > STATEMENT RESEARCH 36-37 > KEY RESEARCH AREA: MEHRSPRACHIGKEIT UND INTERKULTURELLE STUDIEN. VIELE SPRACHEN, VIELE KULTUREN INSIDE 22-23 > INSIDE: REAPING THE REWARDS RESEARCH 38-39 > KEY RESEARCH AREA SUSTAINABLE DEVELOPMENT: MAKING THE FUTURE ECCS 24 > HIGHLIGHTS INSTITUTE OF SUSTAINABLE COGNITIVE SCIENCE AND ASSESSMENT (COSA) 40-41 > CAN WE TRAIN OUR BRAIN TO BLOCK PAIN? INSIDE 25 > HIGHLIGHTS INSITUTE FOR RESEARCH AND INNOVATION IN SOCIAL WORK; SOCIAL PEDAGOGY; IPSE 42 > HIGHLIGHTS INSTITUTE OF SOCIAL WELFARE (IRISS) GEOGRAPHY AND SPATIAL PLANNING IPSE 26 > HIGHLIGHTS INSTITUT FÜR LUXEMBURGISCHE SPRACHE UND LITERATUREN ECCS 43 > HIGHLIGHTS INSTITUTE OF TEACHING 58 > COURSE EVALUATION: PROMOTING THE EDUCATION AND SOCIETY (InES) STUDENT-TEACHER DIALOGUE 44 > STATEMENT 59 > REWARDING EXCELLENCE IN TEACHING: FIRST CONFERMENT OF THE HENNICOT- SCHOEPGES AWARD 45 > STATEMENT IPSE 60 > HIGHLIGHTS INSTITUTE OF POLITICAL SCIENCE RESEARCH 46-47 > LUXEMBOURG CENTRE FOR EDUCATIONAL TESTING: BUILDING A CENTRE OF EXCELLENCE 61 > STATEMENT TEACHING 48-49 > A ROUNDED EDUCATION WITH NEW DOCTORAL SCHOOLS ECCS 62 > HIGHLIGHTS INSTITUTE OF TEACHER PROFESSIONALIZATION AND PSYCHOLOGY OF EDUCATION (TPPE) IPSE 50 > HIGHLIGHTS INSTITUTE OF PHILOSOPHY ECCS 63 > INSTITUTE FOR RESEARCH ON MULTILINGUALISM (MLing) 51 > STATEMENT INSIDE 64 > INSTITUTE OF HEALTH AND BEHAVIOUR ECCS 52 > HIGHLIGHTS INSTITUTE FOR LIFELONG LEARNING AND GUIDANCE 65 > STATEMENT IPSE 53 > HIGHLIGHTS INSTITUT FUR 66-75 > FACTS & FIGURES DEUTSCHE SPRACHE; LITERATUR UND FUR INTERKULTURALITAT 76 > CONTACT / IMPRINT 54-55 > MASTER IN PSYCHOLOGY: PROVIDING THE TOOLS FOR PSYCHOLOGICAL INTERVENTION TEACHING 56-57 > WEITERBILDUNG “LËTZEBUERGER SPROOCH A KULTUR”: LUXEM- BURGS SPRACHE UND KULTUR WISSENSCHAFTLICH FUNDIERT VERMITTELN 6 INTRO > Chancen & Heraus- forderungen der universitären Lehre nter den Vertretern der lehrenden Zunft Stiefkind der Wissenschaften. Vor allem der Damit ist auch klar, aus welcher Perspektive Ugenießen die Lehrenden an Universitäten deutsche Philosoph und Wissenschaftstheo- Mittelstraß seine Kritik an der Hochschuldi- seit jeher einen besonderen Status. Anders retiker Jürgen Mittelstraß hat sich mit seiner daktik entwickelt: Er bezieht sich auf das be- als ihre Kollegen an den Primar oder Sekun- Streitschrift Vom Elend der Hochschuldidak- kannte Humboldtsche Diktum der Einheit von darschulen, die eine jahrelange und von Be- tik als entschiedener Kritiker einen Namen Forschung und Lehre, weil seines Erachtens rechtigungsprüfungen begleitete Ausbildung gemacht (Mittelstraß 1996). Seines Erach- die Logiken des Forschens und des Lehrens für den Unterricht durchlaufen müssen, dür- tens ist die Hochschuldidaktik das Kind ei- komplementäre Prozesse sind. Die in den ge- fen die Hochschullehrer häufig auch ohne ein ner steckengebliebenen Hochschulreform meinsamen Forschungsprozess eingelassene explizites Wissen über die psychologischen, und insofern lediglich Reparaturdidaktik. Rationalität scheint ihm auch die Rationalität didaktischen und sozialen Voraussetzungen Mittlerweile, so Mittelstraß, drohe die Idee einer Vermittlung zu verbürgen. Gelingende des Lernens ihrem Beruf nachgehen. Zwar der Universität als einer wissenschaftlichen Forschung und gelingende Lehre werden in sind didaktische Qualifikationen bei der Be- Hochschule im Mahlstrom zunehmender Pä- dieser Sichtweise zu zwei Seiten eines identi- rufseinstellung durchaus erwünscht, doch dagogisierungen unterzugehen, was vor allem schen Prozesses. Mittelstraß schreibt: wird in Bewerbungsverfahren in der Regel pri- daran liege, dass hochschuldidaktische Mo- mär auf die wissenschaftliche Vita geschaut. delle meist so wirken, als seien sie aus der Sprachliche (begriffliche) Klarheit, Nach- Als junger Wissenschaftler befindet man sich allgemeinen Schulpraxis in die Universität hi- prüfbarkeit und Begründungspflicht insofern in einem Dilemma. Denn wer seine neinstilisiert. Die Crux der Hochschuldidaktik gehören zu den Prinzipien der Wissen- knappe Zeit in didaktische Weiterbildung in- sei, dass sie sich, selbst wenn sie sich anders schaftlichkeit und der wissenschaftli- vestiert, hat weniger Zeit für seine Publika- zu artikulieren sucht, die Universität nur als chen Forschung. Sie gehören auch zu den tionen und die Pflege seines Impact-Faktors. eine Schule denken kann. Und eine Schule, die Prinzipien einer wissenschaftlich orien- Doch eben dies sind die zentralen Kriterien forscht, d.h. die ihre Lehre aus der Forschung tierten Lehre und eines wissenschaftlich bei der Vergabe von Stellen. entwickelt bzw. entwickeln sollte, sei eben orientierten Lernens. Einer besonderen auch keine normale Schule. Didaktik als Institution oder Fach bedarf Hinzu kommt, dass die Hochschuldidaktik, es dabei nicht. (Mittelstraß 1996, 71) die mit Blick auf die jeweilige disziplinäre Die erstrebenswerte Zukunft der wissen- Verortung ja immer auch eine Fachdidaktik schaftlichen Forschung und Lehre sei insofern Die elegant vorgetragene und intuitiv überzeu- ist, in der Universität selbst auf ein durchaus nicht die Hochschul oder Wissenschaftsdi- gende Kernthese von Mittelstraß, derzufolge geteiltes Echo trifft. Sie ist das ungeliebte daktik, sondern der bessere Wissenschaftler. der exzellente Wissenschaftler eo ipso auch 7 INTRO „Die größte Herausforderung der uni- versitären Lehre besteht darin, dass die Institution Universität, betrachtet man sie von ihren Gründungsurkunden her, einmal angetreten war, nicht nur Wissen zu vermitteln, sondern eben auch ganz- heitlich zu bilden.“ Prof. Dr. Georg Mein DEKAN ein exzellenter Universitätslehrer sei, deckt Lehrenden an der FLSHASE als außerordent- sich auf verführerische Weise mit der nar- lich gut eingestuft wird. zisstischen Selbstwahrnehmung unseres Be- rufsstandes. Sie bleibt aber dennoch falsch! Doch was heißt didaktische Kompetenz in Sie ist nicht falsch, weil die Forderung nach der universitären Lehre überhaupt? Sicherlich einer Einheit von Forschung und Lehre falsch ist es richtig
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