Alternative education

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Alternative education is not a uniformly scientifically used term. It is a collective term for pedagogy outside the mainstream of pedagogy or educational sciences.

The range of meanings extends from the concepts of reform pedagogy ( Freinet , Montessori , Steiner and others) to Illich (de-schooling, deschooling ) and Braunmühl ( anti-pedagogy ) to mixed forms ( e.g. active school ) - to name just a few.

Schools that work according to these approaches are called “ alternative schools ” or “free alternative schools” or “free schools” or “ democratic schools ”.

Developments in the 20th Century

The forerunner of alternative pedagogy was reform pedagogy, which developed in the first third of the 20th century from criticism of the 'cramming and drill school'. There was agreement in reform pedagogy mainly in the rejection of the old school and the old upbringing and in the principle of orienting school and learning to the experiences of children (from the child) and no longer to subject matter or organizational aspects. After the Second World War, Waldorf education and Montessori education in particular were continued. It was not until the 68s, the APO , that alternative education came to the fore through the book success AS Neills : The anti-authoritarian education .

Since the constitution of private schools in addition to the official state schools is guaranteed by the Basic Law, alternative schools could be founded from private initiatives - depending on the federal state. However, the approval practice of the school authorities is handled very restrictively - this is shown by the founding files of many schools. Typical is the case of the Free School in Frankfurt , which was only helped by an expert opinion by Hartmut von Hentig (“How free are free schools”) in the dispute before the Hessian State Court.

An alternative to alternative pedagogy is the approach of open teaching in mainstream schools , which was promoted by Hans Brügelmann and Falko Peschel , among others . In complete contrast to the regular school, there is no curriculum and no teaching by the teacher. The individual learning plans of the children are the only decisive factor for what happens in class.

Alternatives in mainstream education

literature

  • Fritz Bohnsack : Democracy as a fulfilled life. The task of school and education. Selected and annotated essays taking into account John Dewey's pedagogy. Klinkhardt, Bad Heilbrunn / Obb. 2003, ISBN 3-7815-1297-5 .
  • Eginhard Fuchs, Ingo Krampen (ed.): Self-administration makes school. Case studies on freedom in education. = Self-governed schools (= series of publications by the European Forum for Freedom in Education. Vol. 2). Info-Drei-Verlag, Frankfurt am Main 1992, ISBN 3-924391-10-6 .
  • Matthias Hofmann: Past and present of independent alternative schools. An introduction. 1st, new edition. Klemm u. Oelschläger, Ulm 2013, ISBN 978-3-86281-057-4 .
  • Ralf Koerrenz : School model. Jena plan. Basics of a reform pedagogical program. Schöningh, Paderborn et al. 2011, ISBN 978-3-506-77228-2 .
  • Alice Miller : The Drama of the Gifted Child and the Search for the True Self (= Suhrkamp Taschenbuch 950). Suhrkamp, ​​Frankfurt am Main 1983, ISBN 3-518-37450-8 .
  • Carl R. Rogers : Learning in Freedom. On educational reform in schools and universities. Kösel, Munich 1974, ISBN 3-466-42042-3 .

See also

Web links