Een volledige samenvatting van het opleidingsonderdeel theoretische orthopedagogiek, gegeven in het eerste jaar bachelor orthopedagogie aan hogent. De Samenvatting bevat de geschreven cursus en de lessen/powerpoints.
Inhoudsopgave
Alle orthopedagogisch handelen is agogisch handelen................................................................ 3
Wat is agogiek? ................................................................................................................................. 3
Doen veranderen: theory of changing .......................................................................................... 3
Met of zonder ‘k’ ...............................................................................................................................4
Drie sleutelbeggrippen van het agogisch handelen.................................................................... 4
1. veranderen of beïnvloeden ................................................................................................. 4
2. van handelen ......................................................................................................................... 4
3. met emancipatie of empowerment als doel ..................................................................... 4
Richtinggevende kenmerken van het agogisch handelen ......................................................... 4
1. psychosociale verandering .................................................................................................. 4
2. doelgericht en systematisch ................................................................................................. 4
3. systematisch ............................................................................................................................ 4
4. bewust ..................................................................................................................................... 4
5. gewenst door betrokkenen, veilig ....................................................................................... 5
6. niet even wederzijds .............................................................................................................. 5
7. beroepsmatig ......................................................................................................................... 5
De professionalisering van het agogisch handelen ...................................................................... 5
Ontwikkeling van wetenschap en techniek:.............................................................................. 5
Stijgende individualisering ............................................................................................................ 5
Het vertrekpunt van het agogisch handelen ................................................................................ 5
1. Exagogiek – curatief agogisch werk.................................................................................... 5
2. Anagogiek – positief agogisch werk.................................................................................... 5
3. Katagogiek – preventief agogisch werk ............................................................................. 5
Niveaus van veranderingsprocessen .............................................................................................. 6
Wat is orthopedagogie(k)? ................................................................................................................. 6
What’s in a name? ............................................................................................................................ 6
De wortels van de orthopedagogiek ............................................................................................. 6
De zorg voor ‘gehandicapte’ kinderen ...................................................................................... 6
De zorg voor kinderen ‘die niet deugen’ ................................................................................... 6
Definities van de orthopedagogiek ................................................................................................6
Van het afwijkende kind naar de problematische opvoedingssituatie ..................................... 8
Van “wat heeft dit kind?” naar “welke vraag stelt dit kind?” ..................................................... 8
De verruiming van de orthopedagogiek ....................................................................................... 8
Het orthopedagogisch werkveld .................................................................................................... 9
Rollen en competenties .................................................................................................................... 9
De vijf brillen ....................................................................................................................................... 10
1
, 1. Uitstoting en segregatie: onvolwaardigen, abnormalen, bezetenen ...............................10
In de Prehistorie en in de oudheid: survival of the fittest .........................................................10
In de nieuwe tijd: op zoek naar de ‘Uomo universalis’ ...........................................................11
Twintigste eeuw: het derde Duitse rijk van Hitler ...................................................................... 12
Vandaag ...................................................................................................................................... 12
2. Liefdadigheid en bevoogding: sukkelaars, mindervaliden, ongelukkigen.......................13
In de middeleeuwen: ieders lot is vooraf door God vastgelegd........................................... 13
Vandaag ...................................................................................................................................... 14
3. Medisch model – het stoornis denken: patiënten met defecten ...................................... 14
Nieuwste of moderne tijd: deel 1 de verlichting ...................................................................... 14
In de moderne tijd: deel 2 de historische terugval .................................................................. 15
Vandaag ...................................................................................................................................... 16
4. Normalisatie en integratie: partners die kunnen deelnemen ............................................ 16
Normalisatie .................................................................................................................................. 16
Integratie ...................................................................................................................................... 17
5. “het nieuwe paradigma” – “disability studies” – “burgerschapsparadigma” –
“ondersteuningsparadigma “ ........................................................................................................ 17
Normalisatie & integratie VS inclusie .........................................................................................17
Ontstaan burgerschapsparadigma ..........................................................................................18
Huidige definitie AAIDD............................................................................................................... 18
Van gennep: burgerschapsparadigma ...................................................................................19
VN-verdrag inzake Rechten van Personen met een Handicap ............................................ 21
Onderzoek in de orthopedagogiek ................................................................................................. 21
Drie verschillende manieren om aan onderzoek te doen .........................................................21
1) De geesteswetenschappelijke stroming ........................................................................... 21
2) De empirisch-analytische stroming: een technische stroming ....................................... 23
3) De kritische orthopedagogiek: een emancipatorische stroming .................................. 25
Kopstukken uit de orthopedagogiek ............................................................................................... 27
De pioniers ........................................................................................................................................ 27
Zwitserse pioniers ..........................................................................................................................27
Nederlandse kopstukken ............................................................................................................ 28
Wim ter horst ..................................................................................................................................... 29
Achtergrond ................................................................................................................................. 29
Het gedachtengoed van ter Horst in een notendop .............................................................30
De opvoedingssituatue: een kluwen van op elkaar inwerkende factoren .........................30
Jacobus Kok ..................................................................................................................................... 34
Achtergrond ................................................................................................................................. 34
Het gewone VS het specifiek opvoeden .................................................................................. 35
Het opvoedingsproces volgens Kok ..........................................................................................36
Van gewoon naar specifiek opvoeden (pagina 161-162) .....................................................37
Basisbegrippen Kok .....................................................................................................................37
Het orthopedagogisch assenstelsel .........................................................................................38
Het orthopedagogisch strategiemodel ....................................................................................39
De duitse kopstukken ......................................................................................................................40
2
, Heinz Bach .................................................................................................................................... 40
Heinz Bleidick ................................................................................................................................40
Otto Speck.................................................................................................................................... 40
De positivistische stroming .............................................................................................................. 41
Johan Dumont .............................................................................................................................41
Jan Rispens ................................................................................................................................... 41
Jan Dirk van der Ploeg ................................................................................................................ 41
De kritische & integratieve kopstukken .........................................................................................42
Ad van Gennep ...........................................................................................................................42
Geert Van Hove ...........................................................................................................................42
Eric Broekaert ...............................................................................................................................42
Agoog = veranderaar, iemand die anderen begeleidt om hen door middel van hun
eigen handelen tot gedragsveranderingen te laten komen.
Doen veranderen: theory of changing
Veranderen
1. ‘anders worden’
Þ “ik ben na onze discussie van mening veranderd”
Þ Ik(zelf) verander
2. ‘anders maken’ of ‘doen veranderen’
Þ “ik verander de inrichting van mijn kamer”
Þ Iets anders verandert
Agogen richten zich op veranderingsprocessen die heel bewust en doelgericht worden
opgezet. Ze hebben expliciet de bedoeling om iemand te veranderen
3
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