Beyond the Particular Discipline

Abstract

This article centers on an example of classroom practice. It is a product of our own work in a Europa school in Hessen, and in particular our routine classroom instruction, and not a rigidly defined element of long-term classroom planning. On careful scrutiny, such developments often prove to be anything other than incidental; they have preconditions that make them possible. In the present case, this includes a basic classroom attitude that we may call student-activating teaching. The term is a variation on the term "student-active" instruction used by Fritz Bohnsack and his project team (see Bohnsack et al. 1984).