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Intentional and institutional self-corrections: An outline for building ordonomic competencies in schools

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  • Hielscher, Stefan

Abstract

In diesem Beitrag wird untersucht, wie Schulen die Entwicklung von Privat-, Wirtschafts- und Staatsbürgern durch Prozesse der intentionalen und institutionellen Selbstkorrektur fördern können. Basierend auf dem ordonomischen Ansatz, der Individualethik und Institutionenethik auf besondere Weise miteinander verbindet, wird die Notwendigkeit der Förderung von Selbstaufklärungs- und Selbststeuerungsfähigkeiten betont. Anhand von Beispielen aus dem Modell des selbstgesteuerten Lernens der "Acton Academy" wird veranschaulicht, wie Schüler Tugenden wie Resilienz, Verantwortungsbewusstsein und Fehlertoleranz kultivieren können, die im Konzept des Growth Mindset (Wachstumsdenkens) eingebettet sind. Zudem wird das Zusammenspiel zwischen individuellem und kollektivem Selbstmanagement hervorgehoben, bei dem die Lernenden aktiv an der Regelsetzung und Regelreform ihres Lernumfeld mitwirken. Die These des Beitrags lautet, dass mithilfe dieser Kompetenzen die Schüler besser auf ein aktives und konstruktives privates, wirtschaftliches und staatsbürgerliches Engagement in der Gesellschaft vorbereitet werden.

Suggested Citation

  • Hielscher, Stefan, 2024. "Intentional and institutional self-corrections: An outline for building ordonomic competencies in schools," Discussion Papers 2024-07, Martin Luther University of Halle-Wittenberg, Chair of Economic Ethics.
  • Handle: RePEc:zbw:mlucee:311822
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    References listed on IDEAS

    as
    1. Pies, Ingo, 2017. "Die Rehabilitierung kommunitarischer Tugendethik in der ökonomischen Theorie: Eine ordonomische Argumentationsskizze," Discussion Papers 2017-14, Martin Luther University of Halle-Wittenberg, Chair of Economic Ethics.
    2. Greif, Avner, 2000. "The fundamental problem of exchange: A research agenda in Historical Institutional Analysis," European Review of Economic History, Cambridge University Press, vol. 4(3), pages 251-284, December.
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