Good education is of immense importance, to children, parents and society at large. Yet, what qualifies as good education and parenting? There is no shortage of opinions, views and theories about the constituents of good education and parenting. This is not surprising as almost everyone was raised by (biological or non-biological) parents and attended school for at least twelve years. However, experience is not sufficient for the right answers. A general answer to the question is also quite easily given: good education and parenting contribute to the optimal development of children. However, such a general answer is neither useful nor fruitful. We need more specific and concrete answers. This requires academic and scientific research. Moreover, the answers require a normative-ethical justification, for the central question is a normative one that cannot be answered by empirical research only. This empirical and (ethical) theoretical research is conducted by members of staff of the section Research and Theory in Education.
The central question of our empirical research into educational practices is: what makes education meaningful to pupils and what could be the contribution of teachers? We focus among others on the use of play and new media within and outside the school, inquiry-based learning by pupils in primary schools, and the professional development of teachers themselves. Our theoretical research focuses particularly on three themes: human flourishing and happiness as aims of education and parenting, education and parenting in a diverse society and finally moral, religious and civic education. The specific research projects are influenced by societal developments, questions of professionals within education and social welfare services and scientific developments. See also website of the research institute LEARN!
The members of staff also participate in the bachelor Educational Sciences and we offer a specialisation in the Masterprogramme (Developmental Education and Theory in Education).