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Samenvatting - Theoretische Orthopedagogiek (Hogent)
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Inleiding in de theoretische orthopedagogieInhoud
Hoofdstuk 1: agogisch handelen, agogie & agogiek.................................................................................................4
1. Inleiding.............................................................................................................................................................4
2. De begrippen agogie en agogiek.......................................................................................................................4
3. Sleutelbegrippen v/h agogisch handelen..........................................................................................................4
3.1. Veranderen.................................................................................................................................................4
3.2. Van het handelen.......................................................................................................................................4
4. Richtinggevende kenmerken van het agogisch handelen.................................................................................5
5. Professionalisering van het agogisch handelen................................................................................................5
5.1. Professionalisering agogisch handelen......................................................................................................5
5.2. Het agogisch werkveld...............................................................................................................................5
6. Vertrekpunt v/h agogisch handelen..................................................................................................................5
7. Niveaus v. veranderingsprocessen....................................................................................................................6
8. De valkuil v/d (ped)agogisering.........................................................................................................................6
Valkuil v. (ped)agogisering................................................................................................................................6
Hoofdstuk 2: opvoeden, pedagogie(k) & orthopedagogie(k)...................................................................................6
1. Inleiding.............................................................................................................................................................6
2. Wat is opvoeden?..............................................................................................................................................6
2.1. Het opvoedingsproces: opvoeden & ontwikkelen.....................................................................................6
2.2. Nature-nurture?.........................................................................................................................................6
2.3. Het opvoedingsproces................................................................................................................................6
3. Van problemen bij het opvoeden tot een stagnerend opvoedingsproces.......................................................7
3.1. Een stagnerend opvoedingsproces................................................................................................................7
4. Problematische opvoedingssituatie (POS) VOS................................................................................................7
4.1. Wanneer problematisch?...........................................................................................................................7
5. Orthopedagogisch handelen & orthopedagogiek.............................................................................................8
5.1. Wat is orthopedagogie(k)...........................................................................................................................8
5.2. Wat is het verschil tussen orthopedagogie & orthopedagogiek?..............................................................8
5.3. Methodisch handelen.................................................................................................................................8
6. Het terrein v/d orthopedagogie(k)....................................................................................................................8
6.1. Werkveld/Terrein v/d Orthopedagogiek....................................................................................................8
7. De orthopedagogiek gesitueerd ten aanzien v. andere disciplines..................................................................9
Hoofdstuk 3: Evolutie v. mens- en maatschappijvisies en de invloed ervan op de hedendaagse orthopedagogiek
...................................................................................................................................................................................9
1. MENS- en MAATSCHAPPIJVISIE.........................................................................................................................9
2. Wat is dan een paradigma?.............................................................................................................................10
2.1. Visie 1: uitstoting & segregatie................................................................................................................10
2.2. Visie 2: liefdadigheid & bevoogding.........................................................................................................11
2.3. Visie 3: medisch model – stoornisdenken................................................................................................12
0
, 2.4. Visie 4: Normalisatie- of ontwikkelingsparadigma: Normalisatie & Integratie.......................................14
Normalisatie........................................................................................................................................................14
Normalisatie- of ontwikkelingsparadigma......................................................................................................14
Integratie.............................................................................................................................................................15
Impact v. deze mensvisie?...............................................................................................................................15
2.5. Visie 5: “Het nieuwe paradigma”.............................................................................................................16
“Disability Studies”..........................................................................................................................................16
“Burgerschapsparadigma”..............................................................................................................................16
“Ondersteuningsparadigma”..........................................................................................................................16
3. Samenvattend:................................................................................................................................................18
Hoofdstuk 4: DRIESTROMENLAND..........................................................................................................................18
1. Inleiding...........................................................................................................................................................18
Achtergrond....................................................................................................................................................18
Fundamenten..................................................................................................................................................19
Vervolg…..........................................................................................................................................................19
Dus: 3 stromingen...........................................................................................................................................19
2. De geesteswetenschappelijke stroming..........................................................................................................19
Kernwoorden...................................................................................................................................................19
Verstehen/begrijpen.......................................................................................................................................19
Betekenis voor de praktijk...............................................................................................................................20
Uitgangspunt: dagelijkse opvoedingspraktijk.................................................................................................20
Impact..............................................................................................................................................................20
Kritiek op de geesteswetenschappelijke stroming.........................................................................................20
3. De empirisch-analytische stroming.................................................................................................................20
Kernwoorden...................................................................................................................................................20
Theoretische constructen...............................................................................................................................20
Procedure: de empirische cyclus.....................................................................................................................21
.........................................................................................................................................................................21
Betekenis voor de praktijk...............................................................................................................................21
Impact.............................................................................................................................................................21
Kritiek op de empirisch-analytische stroming.................................................................................................21
De kritisch-emancipatorische stroming..............................................................................................................21
Kernwoorden...................................................................................................................................................21
Nooit neutraal.................................................................................................................................................21
Socialisatie.......................................................................................................................................................21
Procedures......................................................................................................................................................22
Impact..............................................................................................................................................................22
Kritiek op de kritische stroming......................................................................................................................22
Hoofdstuk 5: kopstukken........................................................................................................................................22
Jacobus F.W. KOK Specifiek Opvoeden....................................................................................................................22
1. Inleiding...........................................................................................................................................................22
1
, Kernwoorden Kok............................................................................................................................................22
2. Levensloop.......................................................................................................................................................22
3. Basisbegrippen................................................................................................................................................22
Algemeen.........................................................................................................................................................22
Opvoedingsproces volgens Kok.......................................................................................................................23
4. Het orthopedagogische assenstelsel (Kok).....................................................................................................24
Vraagstellingstype...........................................................................................................................................24
5. Het orthopedagogische strategiemodel (Kok)................................................................................................25
Het orthopedagogisch strategiemodel...........................................................................................................25
Samengevat.....................................................................................................................................................25
.........................................................................................................................................................................25
6. Vraagstelling ordenend systeem (VOS) (Van Heteren, Smits & Van Veen)....................................................26
Het orthopedagogisch assenstelsel 6 vraagstellingstypes..............................................................................26
7. Het orthopedagogisch methodiekmodel (Bruininks)......................................................................................26
8. Toepassing.......................................................................................................................................................26
9. Afsluitend........................................................................................................................................................26
Kok: betekenis voor de orthopedagogiek.......................................................................................................26
Relatie: opvoederspresentatie........................................................................................................................27
Klimaat scheppen............................................................................................................................................27
Hoofdstuk 5: Kopstukken uit de orthopedagogiek: Ter Horst................................................................................27
1. Inleiding...........................................................................................................................................................27
De gewone opvoeding i/h gewone leven........................................................................................................27
2. De opvoeders..................................................................................................................................................27
2.1. Heeft het kind wel echte opvoeders?......................................................................................................27
2.2. Maatregelen bij kinderen zonder echte opvoeder..................................................................................28
2.3. Beheerst de opvoeder de grondvormen?................................................................................................28
3. Het kind...........................................................................................................................................................29
3.1. Is dit kind wel helemaal fit?......................................................................................................................29
3.2. Voelt dit kind zich wel veilig?...................................................................................................................29
3.3. Heeft dit kind voldoende eigens?.............................................................................................................29
3.4. Komt dit kind uit zijn schulp?...................................................................................................................29
3.5. Kan het kind zich redden?........................................................................................................................29
3.6. Heeft het kind de tijd?..............................................................................................................................29
4. De omgeving....................................................................................................................................................29
4.1. De volheid v/d omgeving.........................................................................................................................29
4.2. De ordening v/d omgeving.......................................................................................................................30
4.3. Is de omgeving uitdagend genoeg?.........................................................................................................30
De grondvormen op de boerderij...................................................................................................................30
5. De werkelijkheid achter de omgeving.............................................................................................................30
5.1. Indirecte opvoedingsbelemmerende factoren i/d omgeving..................................................................30
5.2. Indirecte verder liggende factoren..........................................................................................................30
2
, Gastspreker:............................................................................................................................................................30
Expertisecentrum Quality of Life.............................................................................................................................30
Het concept Quality of Life..................................................................................................................................30
Ontstaansgeschiedenis....................................................................................................................................30
Leeftijd in relatie tot subjectief welbevinden.................................................................................................31
Definities:........................................................................................................................................................31
Modellen.........................................................................................................................................................31
Kenmerken......................................................................................................................................................33
The concept Quality of Life is….......................................................................................................................33
Quality of Life wordt bevorderd door…..........................................................................................................34
Samenvattend:................................................................................................................................................34
Implicaties voor de klinische praktijk..................................................................................................................34
Maatschappelijke kwetsbaarheid (Vettenburg & Walgraeve, 2009)..............................................................34
Nood aan een gedeeld referentiekader..........................................................................................................34
Quality of Life: een sterke visie als basis voor de praktijk..................................................................................34
Het belang van een visie.................................................................................................................................34
Verwachtingen professionelen – verwachtingen cliënten/doelgroep...........................................................35
Veranderende rol voor de werker...................................................................................................................35
Persoonsgerichte benadering.........................................................................................................................35
Uitdagingen voor de werker............................................................................................................................35
De rol v/d samenleving: vermaatschappelijken?!...............................................................................................35
Kwaliteit van leven vraag:...............................................................................................................................35
Besluit..................................................................................................................................................................36
QoL: een beloftevol concept i/h werken met mensen in maatschappelijk kwetsbare situaties....................36
Gastcollege: Kindbeelden & Kinderrechten: Een inleiding.....................................................................................36
1. Kindbeelden en Kindertijd...............................................................................................................................36
Kindbeelden.....................................................................................................................................................36
Kindertijd (childhood’).....................................................................................................................................36
2. Kinderrechten..................................................................................................................................................36
3. Actuele discussies............................................................................................................................................38
Tot slot.....................................................................................................................................................................39
Presentie..............................................................................................................................................................39
Prof. Dr. Andreas Baert...................................................................................................................................39
Wat is presentie?.............................................................................................................................................40
Presentie in de praktijk....................................................................................................................................40
Methodische kenmerken v. aansluiten samengevat......................................................................................41
Sociaal-ecologische modellen als antwoord op een complexe werkelijkheid....................................................41
Sociaal-economisch model Bronfenbrenner...................................................................................................41
“Integratieve handelingsorthopedagogiek” Broekaert...................................................................................41
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