Samenvatting van de eerste 5 hoofdstukken van ITO. De samenvatting komt met inhoudstafel ook enkele dingen zijn aangeduid die mogelijks examenvragen zijn. Lesnotities zitten verwerkt in de samenvatting. Geslaagd in eerste zit met deze samenvatting
ITO: hoofdstuk1-5
Hoofstuk 1
1. Inleiding......................................................................................................................7
2. De begrippen agogie & agogiek.................................................................................7
3. De 3 sleutelbegrippen van agogisch handelen...........................................................8
3.1. Veranderen (of beïnvloeden)................................................................................8
3.2. Van handelen (= het aanzetten tot verantwoordelijk handelen op psycho-
sociaal vlak)................................................................................................................8
3.3. Met emancipatie of empowerment als doel.........................................................8
Agogisch handelen...................................................................................................8
4. Richtinggevende kenmerken van agogisch handelen................................................9
4.1. Psychosociale verandering...................................................................................9
4.2. Doelgericht...........................................................................................................9
4.3. Schematisch.........................................................................................................9
4.4. Bewust.................................................................................................................9
4.5. Gewenst door de betrokkenen.............................................................................9
4.6. Niet even wederzijds..........................................................................................10
4.7. Beroepsmatig.....................................................................................................10
4.8. Waardegebonden...............................................................................................10
5. Professionalisering van het agogisch handelen........................................................10
5.1. Ontwikkeling van wetenschap & techniek..........................................................10
5.2. Stijgende individualisering.................................................................................11
5.3. Door beide veranderingen..................................................................................11
6. Vertrekpunten agogisch handelen...........................................................................12
6.1. Exagogiek of curatief agogisch werken..............................................................12
6.2. Anagogiek of positief agogisch werk..................................................................12
6.3. Katagogiek of preventief agogisch werk............................................................12
7. Niveaus van veranderingsprocessen........................................................................12
7.1. Microniveau........................................................................................................12
7.2. Mesoniveau........................................................................................................12
7.3. Macroniveau.......................................................................................................13
8. Valkuil van (ped)agogisering....................................................................................14
8.1. Wederkerige relatie............................................................................................14
8.2. Uitgaan van de mogelijkheden...........................................................................14
8.3. Mensen zijn ’historische wezens’.......................................................................14
1. Wat is opvoeden?.....................................................................................................15
1
, 1.1. Opvoedingsproces: opvoeden & ontwikkelen....................................................15
2. Van problemen bij het opvoeden.............................................................................16
2.1. tot stagnerend opvoedingsproces......................................................................16
3. Problematische opvoedingssituatie (POS)................................................................16
3.1. Impact................................................................................................................17
3.2. Evolutie..............................................................................................................17
3.3. Wanneer problematisch.....................................................................................17
4. Orthopedagogisch handelen & orthopedagogiek.....................................................18
4.1. Methodisch handelen.........................................................................................19
4.2. Moet hulpverlening meetbaar worden gemaakt?...............................................20
5. Het terrein van de orthopedagogie(k)......................................................................20
5.1. Het agogisch werkveld.......................................................................................20
5.2. Werkveld / trein van de orthopedagogiek..........................................................20
5.3. Moeilijke leefsituaties.........................................................................................20
traditioneel werkveld.............................................................................................20
ruim werkveld........................................................................................................20
6. De orthopedagogiek gesitueerd ten aanzien van andere disciplines.......................21
6.1. deelwetenschappen...........................................................................................21
6.2. Hulpwetenschappen...........................................................................................21
1. Inleiding....................................................................................................................22
1.1. MENS- en MAATSCHAPPIJVISIE...........................................................................22
1.2. Paradigma..........................................................................................................22
2. Paradigma 1: uitstoting en segregatie.....................................................................23
2.1. Paradigma 1: Uitstoting en Segregatie, wat?.....................................................23
2.2. Paradigma 1: wanneer?......................................................................................24
2.2.1. In de Prehistorie (…- 3500 v. Chr)................................................................24
2.2.2. De Oudheid (ca 3500 v Chr -500 na Chr).....................................................24
2.2.3. Nieuwe Tijd (±1500 – 1780).........................................................................25
2.2.4. Twintigste eeuw: Het Derde Duitse Rijk van Hitler......................................28
2.2.5. Vandaag.......................................................................................................28
3. Paradigma 2: liefdadigheid en bevoogding..............................................................28
3.1. Paradigma 2: Liefdadigheid en bevoogding, wat?..............................................28
3.2. Paradigma 2, wanneer?......................................................................................28
3.2.1. Middeleeuwen 500 na Chr -1500 na Chr liefdadigheid als christelijke deugd
...............................................................................................................................28
3.2.2. Vandaag?.....................................................................................................30
4. Paradigma 3: medisch model/stoornisdenken..........................................................30
2
, 4.1. Paradigma 3: medisch model, wat?...................................................................30
4.2. Wanneer?...........................................................................................................31
4.2.1. Nieuwste of moderne tijd ( 1780-1945): de verlichting 1780-1850.............31
4.2.2. moderne tijd (1780 – 1945): historische terugval (1850 – 1945).................32
4.3. Total Institutions (Goffman)...............................................................................32
4.4. Vandaag.............................................................................................................32
5. Paradigma 4: normalisatie- of ontwikkelingsparadigma: normalisatie & integratie. 32
5.1. Paradigma 5: wat?..............................................................................................32
5.2. Normalisatie.......................................................................................................33
5.2.1. Normalisatie- of ontwikkelingsparadigma....................................................33
5.2.2. Ontstaan normalisatieparadigma.................................................................33
5.2.3. Nirje: uitgangspunten...................................................................................35
5.2.4. Concrete uitwerking normalisatie (Nirje).....................................................35
5.2.5. Misvattingen................................................................................................36
5.3. Integratie............................................................................................................37
5.3.1. Impact paradigma........................................................................................37
6. Paradigma 5: “Het nieuwe paradigma”....................................................................37
6.1. Kernwoorden......................................................................................................37
6.2. Inclusie...............................................................................................................38
6.3. Normalisatie & integratie versus inclusie...........................................................38
6.4. Ontstaan burgerschapsparadigma.....................................................................38
6.4.1. Van Gennep: burgerschapsparadigma.........................................................39
6.5. Volwaardig burgerschap.....................................................................................39
6.6. Keuze & controle................................................................................................39
6.7. Ondersteuning....................................................................................................39
6.8. Quality of life......................................................................................................39
6.8.1. QOL: 8 domein Schalock..............................................................................40
6.9. VN-verdrag inzake Rechten van Personen met een Handicap...........................40
6.9.1. Eigen kracht conferenties............................................................................40
6.9.2. Tytgat chocolat............................................................................................40
6.9.3. Inclusiespiegel..............................................................................................41
7. Verschil visie 4 & 5...................................................................................................41
7.1. Na WOII: HV in stroomversnelling......................................................................41
7.2. Tijdsgeest...........................................................................................................42
7.3. Eigen tijd: 1945 – heden: van segregatie naar vermaatschappelijking..............42
7.3.1. Vermaatschappelijking van de zorg.............................................................42
8. Tot slot.....................................................................................................................43
3
, 1. Inleiding....................................................................................................................45
1.1. Achtergrond.......................................................................................................45
1.2. Fundamenten.....................................................................................................46
1.3. Vervolg…............................................................................................................46
drie stromingen......................................................................................................46
1.4. Twee casussen...................................................................................................47
2. DE GEESTESWETENSCHAPPELIJKE STROMING..........................................................47
2.1. Kernwoorden......................................................................................................47
2.2. Betekenis voor de praktijk..................................................................................48
2.3. Belangrijke personen.........................................................................................49
2.4. Uitgangspunt: dagelijkse opvoedingsproces (bij Kok en Ter Horst)...................49
2.5. Impact................................................................................................................49
2.6. Kritiek op geesteswetenschappelijke stroming..................................................50
3. DE EMPIRISCH-ANALYTISCHE STROMING.................................................................50
3.1. Kernwoorden......................................................................................................50
3.2. Betekenis voor de praktijk..................................................................................52
3.3. Impact................................................................................................................53
3.4. Kritiek op empirisch-analytische stroming.........................................................53
4. De kritisch-emancipatorische stroming....................................................................53
4.1. Kernwoorden......................................................................................................53
4.2. Kritisch Emancipatorisch....................................................................................53
4.3. Nooit neutraal....................................................................................................54
4.4. Socialisatie.........................................................................................................54
4.5. Procedures.........................................................................................................54
4.6. Impact................................................................................................................55
4.7. Kritiek op kritische stroming..............................................................................55
1. Inleiding....................................................................................................................57
1.1. De gewone opvoeding in het gewone leven.......................................................57
1.2. De 9 grondvormen van opvoedingscontact.......................................................58
1.3. ‘kunstgreep’.......................................................................................................58
2. De opvoeders...........................................................................................................59
2.1. Heeft het kind wel echte opvoeders?.................................................................59
Maatregelen bij kinderen zonder echte opvoeder..................................................59
2.2. Vitaliteit..............................................................................................................59
2.3. Openheid & intentionaliteit................................................................................60
Openheid................................................................................................................60
Intentionaliteit........................................................................................................60
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