Universität Wien

Session A, 09:30 - 10:30

The connections between psychoanalysis and education are more varied and more complex than is commonly realised. On the one hand, much is to be said for a psychotherapeutic practice that follows psychoanalytical concepts to be understood as an educational practice. On the other hand, taking its point of departure from Vienna some 90 years ago already, a theoretical and practical tradition has been established that deals with the significance of psychoanalysis for those areas of education that are distinct from psychotherapy. There is a research unit currently in existence at Vienna University’s Department of Education and Human Development, where this tradition is again very much alive today. The lecture/presentation outlines (1) how in pedagogical situations one is often confronted with difficult-to-explain and seemingly irrational modes of behaviour and interactions. It also shows ways in which psychoanalytical concepts and methods can provide help in understanding these apparently inexplicable processes. It demonstrates (2) how such an understanding can open up new perspectives on pedagogical activity. And it further outlines (3) the connections existing, from a psychoanalytical perspective, between experiences acquired in certain situations and the behaviour and sensations felt in subsequent situations or in the future. Here the accent is laid on the concepts concerning the development of psychic structures, transference and counter-transference. A final part (4) pursues the theme of which research designs are suitable and may be applied when research is carried out in an educational context while following a psychoanalytical approach. References are provided to some examples derived from recent or current Viennese research projects.

Wilfried Datler, University of Vienna, Austria

Session E, 17:00 - 18:00

Methodologies of social research offer considerable know-how about methods and techniques of empirical research in education. However, there is too little reflection on what we can and what we cannot know through empirical research in general and through the various research methods we use. This lecture attempts to clarify the epistemological premises of empirical research in education and of so-called “quantitative” and “qualitative” methods with a view to discussingthe opportunities and limitations of both paradigms in educational research. Researchers, so the primary concern of the lecture, should not only know the best ways to find out what they want to discover, but they also should reflect upon what they are not able to capture through the chosen methods. Methodologies of social research offer considerable know-how about methods and techniques of empirical research in education. However, there is too little reflection on what we can and what we cannot know through empirical research in general and through the various research methods we use. This lecture attempts to clarify the epistemological premises of empirical research in education and of so-called “quantitative” and “qualitative” methods with a view to discussing the opportunities and limitations of both paradigms in educational research. Researchers, so the primary concern of the lecture, should not only know the best ways to find out what they want to discover, but they also should reflect upon what they are not able to capture through the chosen methods.

Hans-Christoph Koller, Universität Hamburg, Germany