Abstract
A central challenge for research on how we should prepare students to manage crossing boundaries between different knowledge settings in life long learning processes is to identify those forms of knowledge that are particularly relevant here. In this paper, we develop by philosophical means the concept of adialectical system as a general framework to describe the development of knowledge networks that mark the starting point for learning processes, and we use semiotics to discuss (a) the epistemological thesis that any cognitive access to our world of objects is mediated by signs and (b)diagrammatic reasoning andabduction as those forms of practical knowledge that are crucial for the development of knowledge networks. The richness of this theoretical approach becomes evident by applying it to an example of learning in a biological research context. At the same time, we take a new look at the role of mathematical knowledge in this process.
Kurzreferat
Die Frage, wie wir Schülerinnen und Schüler darauf vorbereiten können, die Grenzen zwischen verschiedenen Wissenssystemen in Prozessen lebenslangen Lernens zu meistern, macht es nötig, solche Wissensformen zu identifizieren, die hierzu besonders relevant sind. Im vorliegenden Text entwickeln wir dazu mit philosophischen Mitteln das Konzept eines dialektischen Systems. Dieser Ansatz dient als Rahmen, um die Entwicklung von Wissensnetzen beschreiben, die den Ausgangspunkt für Lernprozesse bilden. Dabei verwenden wir die Peircesche Semiotik, um (a) die erkenntnistheoretische These zu diskutieren, dass jeder kognitive Zugang zu den Dingen unserer Welt durch Zeichen vermittelt ist, und (b) um diagrammatisches Schließen und Abduktion als diejenigen Formen praktischen Wissens zu beschreiben, die entscheidend für eine Entwicklung von Wissensnetzen sind. Die Reichhaltigkeit dieses theoretischen Ansatzes wird in der Anwendung auf einen Lernprozess im Rahmen biologischer Forschung sichtbar gemacht. Gleichzeitig wird die Rolle des mathematischen Wissens in diesem Prozess beleuchtet.
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