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Samenvatting verdieping in de theoretische orthopedagogiek
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Inhoud: Notities lessen, cursusdelen, powerpoints + voorbeeldexamenvragen opgelost over het boek: wij zijn God niet
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VERDIEPING IN DETHEORETISCHE
ORTHOPEDAGOGIEK
Emma Willems
,Inhoudsopgave
1 Mens als kennis: empirisch-analytisch paradigma .................................................................................... 4
1.1 De empirisch-analytische benadering onder de loep........................................................................ 4
1.2 Het gedragstherapeutisch kader ....................................................................................................... 5
1.2.1 Enkele vormen van leren ........................................................................................................... 5
1.2.1.1 Basisprincipes leertheorie ..................................................................................................... 7
1.2.2 SGG → situatie/ gedrag/ gevolg ................................................................................................ 7
1.2.3 Kijken naar probleemgedrag...................................................................................................... 7
1.2.4 Cognitieve gedragstherapie/ leertheorie .................................................................................. 7
1.3 Reuven Feuerstein ............................................................................................................................. 8
1.3.1 Instrueren versus mediëren....................................................................................................... 8
1.3.2 Learning potential assessment device (LPAD) ........................................................................... 8
1.3.3 Instrumenteel Verrijkingsprogramma........................................................................................ 9
1.4 De theorie verder verkennen: centrale concepten ........................................................................... 9
1.4.1 Theorie van structurele cognitieve modificatie ......................................................................... 9
1.4.1.1 Vergelijking met theorie van het socioschema: toepassing op ASS .................................... 10
1.4.2 De gemedieerde leerervaring .................................................................................................. 10
1.4.3 Mediatie en de rol van de mediator ........................................................................................ 10
1.4.3.1 Kenmerken van mediatie ..................................................................................................... 10
1.5 Besluit .............................................................................................................................................. 11
2 Mens als verhaal: existentieel-fenomenologisch paradigma .................................................................. 12
2.1 Existentieel-fenomenologisch.......................................................................................................... 12
2.1.1 Existentieel............................................................................................................................... 12
2.1.2 Fenomenologisch..................................................................................................................... 12
2.2 Psychoanalyse .................................................................................................................................. 12
2.3 Artikel Peter Van Walleghem → psychoanalyse in dagdagelijks institutionele praktijk – overdracht,
liefde en verlangen ...................................................................................................................................... 14
2.3.1 Peter Van Walleghem .............................................................................................................. 14
2.3.1.1 Eigen subjectieve positie ..................................................................................................... 14
2.4 Psychodynamica .............................................................................................................................. 15
2.5 Artikel Erik De Belie → emotionele ontwikkeling in verbinding ...................................................... 15
2.6 Psychoanalyse VS psychodynamica ................................................................................................. 16
2.6.1 Psychoanalytische VERSUS psychodynamische therapie ........................................................ 17
2.7 Psychoanalyse VS gedragstherapie .................................................................................................. 17
3 Mens als gerechtigheid: kritisch-emancipatorisch paradigma ................................................................ 18
3.1 Situering & mensvisie ...................................................................................................................... 18
3.1.1 Situering................................................................................................................................... 18
1
, 3.1.1.1 Postmodern-kritisch model ................................................................................................. 19
3.1.2 Mensvisie ................................................................................................................................. 19
3.2 Uitgangspunten & kernconcepten ................................................................................................... 20
3.2.1 Mensenrechten........................................................................................................................ 20
3.2.2 ‘Othering’................................................................................................................................. 21
3.2.3 Emancipatie en empowerment ............................................................................................... 21
3.2.4 Inclusie ..................................................................................................................................... 22
3.2.5 Ondersteuning ......................................................................................................................... 22
3.2.6 Self-advocacy ........................................................................................................................... 22
3.3 Toepassing in de orthopedagogiek .................................................................................................. 22
3.3.1 CASE I Refugee Studies ............................................................................................................ 22
3.3.2 CASE II Disability studies .......................................................................................................... 23
3.3.3 CASE III Personen met psychische kwetsbaarheid/ middelenafhankelijkheid ........................ 24
3.4 Implicaties voor beroepsprofiel orthopedagoog ............................................................................. 25
4 Mens als totaliteit: integratief-holistisch paradigma ............................................................................... 26
4.1 Inleiding ........................................................................................................................................... 26
4.2 Integratieve handelingsorthopedagogiek = 4 opvoedingsprincipes → Erik Broekaert ................... 26
4.2.1 Uitgangspunten ....................................................................................................................... 26
4.2.1.1 Integratief handelen ............................................................................................................ 26
4.2.1.2 Creatieve zoektocht al doende ............................................................................................ 27
4.2.1.3 4 opvoedingsprincipes ......................................................................................................... 28
4.2.2 Besluit ...................................................................................................................................... 29
4.3 Orthopedagogische toepassingen ................................................................................................... 29
4.3.1 Aantal implicaties voor orthopedagogische praktijk ............................................................... 30
4.3.2 Organisatorische vereisten ...................................................................................................... 30
4.3.3 Aangepaste handelingsplanning .............................................................................................. 30
4.3.4 Specifiteit der methoden ......................................................................................................... 31
4.3.5 Geëigende wetenschappelijke methodologie ......................................................................... 31
5 Boek: ‘wij zijn God niet’ ........................................................................................................................... 31
2
, Inleiding
4 wetenschapsfilosofische kaders/ paradigma’s
1) Mens als kennis: empirisch-analytisch model
2) Mens als verhaal: existentieel-fenomenologisch model
3) Mens als gerechtigheid: postmodern-kritisch model
4) Mens als totaliteit: holistisch-integratief model
Mens als kennis
• Nomologisch, kwantitatief
• Nadruk op kennis, klaarheid, verklaren
• Toetsen van hypothesen
• Kennis als proces van reductionisme
• Remediëring en cognitieve ontwikkeling
Mens als verhaal
• Ideografisch: uniciteit mens
• Begrijpen
• Interpreteren van fenomenen
• Het subjectieve
• Ontmoeten van de ‘ander’
• Aanraken, zorgen voor, praten
Mens als gerechtigheid
• Geënt op mensenrechten
• Sociale rechtvaardigheid
• Inclusief burgerschap
• Emancipatie en empowerment
• Quality of life
• Van ‘rehabilitatie en zorg’ naar ‘support’
Mens als totaliteit
• Integratief/ complementair
• Geen ‘grand narrative’
• Globaliteit/ holistisch
• Socio-culturele en historische context
• ‘Open-mindedness’ en ‘reflective daily action’
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