doc.post
"Briefe schreibend entfaltet sich das Individuum
in seiner Subjektivität"
Habermas (1969, 2009: 113)
Documents of Commitment (doc.post): Social Insights on teaching and learning in Higher Education
It is a truth universally acknowledged [1], that students leave universities in another state than entering it. Thus there is something happen between students entering in universities and leaving them – but what, when and where and what for? In generating answers, the research intent to examine and analyse the up to now used two basic metaphors of learning, learning as acquisition or in contrast learning as participation, in a consequent empirical way. For that reason the study centers on a method called ‘doc.post’, a result of my own teaching and learning processes at universities, that serves both teaching and learning. It impacts teaching observation and evaluation and reveals students’ learning processes and insights at once. ‘Doc.post’ refers to the assumption, that learning is first of all - either in terms of acquisition or in the perspective of participation – a social phenomenon, that requires for occurring a ‘significant Other’. As a result, I developed 'doc.post' as a letter based method, which engage students in a weekly dialogue with another person they can choose. ‘Doc.post’ provokes reflecting processes on teaching and learning within the particular contexts of academic courses. It delivers data to the social environment of learning as well as on spacious conditions in its chronological sequences, provided that it is noticed as relevant by students themselves. ‘Doc.post’ has been used in several academic contexts in Germany like Education, Social Sciences, Cultural Engineering and Social Work, for three years. Up to now students which worked with 'doc.post' described it as a method to extending their literacy as well as consolidate and especially deepen their knowledge.
[1] Readers will excuse my fervor for Jane Austen and the linguistic influence from her famous novel ‚Pride and Prejudice‘.
[1] Readers will excuse my fervor for Jane Austen and the linguistic influence from her famous novel ‚Pride and Prejudice‘.
Publikationen zur doc.post:
Bromberg, Kirstin (2017): Fostering transformative learning through dialogical writing. In: Laros, Anna, Fuhr, Thomas, Taylor, Ed (eds.): Transformative Learning meets Bildung. An International Ex-change. Rotterdam 2017: Sense Publisher: pp 305-316.
Bromberg, Kirstin (2015): Zur Erforschung studentischer Texte: Aktueller Forschungsstand und weiterführende Beiträge der Theoriebildung. In: Zeitschrift Schreiben. Schreiben in Schule, Hochschule und Beruf. --> Hier geht's zur PDF: KLICK
Bromberg, Kirstin (2015): Schreib- und Entwicklungsprozesse in der Sozialen Arbeit. In: Zeitschrift für Sozialpädagogik, 13. Jg., Heft 03/2015: S. 239-257.
Bromberg, Kirstin (2014): Becoming a Professional. Improving Social Action through Letter Writing in Social Work Education. In: Sociální práce / Sociálna práca Czech and Slovak Social Work. Special English Issue 2014: Connecting theory and practice Vol. 14, Issue 5/2014, pp. 19-34.
Bromberg, Kirstin (2012): Berufsbiographische Spurenlese mit der ‚doc.post‘: Methodische und erkenntnistheoretische Potentiale für die Studieneingangsphase. In: Kossack, Peter/ Lehmann, Uta/ Ludwig, Joachim (Hrsg.): Die Studieneingangsphase - Analyse, Gestaltung und Entwicklung. Bielefeld: Webler-Verlag, S. 143-149.
Bromberg, Kirstin (2011): Harmonisierung von Lehren und Lernen mit der ‚doc.post‘ (documents of commitment). In: Klingovsky, Ulla/ Ludwig, Joachim (Hrsg.): Brandenburgische Beiträge zur Hochschuldidaktik. Online verfügbar auf URN: http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-53185
