Anti-pedagogy

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As anti-pedagogy non-particularly in German-speaking philosophy is called, after the children and young people through education disenfranchised improperly and manipulated are, regardless of the type of education. Despite its radical intensification, anti-pedagogy is largely in the tradition of reform pedagogy ; It is directly influenced by anti-psychiatry and the children's rights movement . Ekkehard von Braunmühl provided the theoretical specifications in his 1975 book Antipädagogik . Further representatives are or were Christiane Rochefort , Heinrich Kupffer , Helmut Ostermeyer , Katharina Rutschky , Hubertus von Schoenebeck , Wolfgang Hinte and Bogusław Śliwerski .

Definition of terms

A distinction must be made between anti-pedagogy and anti-authoritarian upbringing , with which it only has in common the demand for the abolition of the power imbalance between child and adult. In anti-authoritarian education - unlike in anti-pedagogy - an action-regulating and thus educational function of adults is definitely provided.

Anti-pedagogy must also be distinguished from negative upbringing in the sense of Jean-Jacques Rousseau . Rousseau thought very highly of education and, because he understood the human being as a cultural being, he even considered it to be essential. All the less, however, he thought of the contemporary methods of upbringing , which promoted vices such as competitiveness, vanity and greed in children; because he assumed that people were born good, he suggested that education should only begin when the child had already developed his senses and mental powers to a certain extent. The advocates of anti-pedagogy also saw the reform educators Maria Montessori , AS Neill , Thomas Gordon , Célestin Freinet , Ovide Decroly and Janusz Korczak as their forerunners.

Theoretical foundations and the historical context

Suggestions

Max Stirner

As a "pioneer" of the anti-pedagogy, the philosopher was in the 1970s, Max Stirner recognized educational in his writings ( The false principle of our education , 1842; The Ego and Its Own , 1844) the alienation had denounced that the child through moralizing Suffer education from one's own feelings. Of course, Stirner had not at all envisaged a fundamental revision or even abolition of education, but rather a suppression of moral influence, which he sharply disapproved of as the "main ingredient of our education".

anarchism

The anti-pedagogy of the 1970s received further stimuli from anarchist theorists such as William Godwin , Pierre-Joseph Proudhon and Erich Mühsam , who called for an education free from domination, although without wanting to abolish education in toto . Among the anarchists, only Walther Borgius (1904) went so far as to reject any kind of education, and only if it was authoritarian and under duress.

This is countered by the theory of the educational scientist Ernst Krieck , who taught in 1922 that the development of young people should not be controlled by the influence of parents and school, but should be shaped by a strong political community. With this teaching, after 1933, Krieck became, alongside Alfred Baeumler, one of the most important National Socialist educational theorists . Ekkehard von Braunmühl describes Krieck in his book as a "Nazi" and as the originator of the pair of terms intentional vs. functional education.

Antipsychiatry

Far more and more directly than von Stirner and Borgius, anti-pedagogy was influenced by the anti- psychiatric movements, whose representatives had criticized the social treatment of the mentally ill since the 1960s . Braunmühl also refers explicitly to Carl R. Rogers , the creator of client-centered psychotherapy . Heinrich Kupffer's 1974 essay Antipsychiatrie und Antipädagogik ( Antipsychiatrie und Antipädagogik ) was one of the first publications through which the term “anti-education” was introduced into the social education discourse ; Kupffer, who taught social pedagogy at the University of Education in Kiel , transferred the criticism of a psychiatry that incapacitates the sick to pedagogy. Before the 1970s, authors had used this term occasionally, but rarely in its later meaning.

Children's rights movement

The American children's rights movement ( John C. Holt , Richard Farson ) had a similarly strong influence . In the German-speaking countries, Alice Miller has been criticizing conventional upbringing since the 1970s , in which she saw " black pedagogy ", i.e. H. a continuation of what they consider to be the inhumane pedagogy of the Enlightenment and philanthropism .

Anti-pedagogy in the 1970s

In 1975 Ekkehard von Braunmühl's book Antipädagogik was published in Germany and is considered the main theoretical work of this teaching. One of the axioms of anti-pedagogy is the assumption that humans are not controlled by reason but by feelings and intuition . These are available to him from birth and do not need to be formed through education. As a result, it is unnecessary for parents to exercise educational influence on their child. Children are in a position from birth to judge what is good for them and should therefore be given equal status with adults in their economic, social and political rights. Upbringing not only prevents the child from expressing his true self, but also changes his personality to his disadvantage and does not respect his dignity, freedom and autonomy. In addition to the family , it is primarily the school - the place where ideology is imprinted and the prevailing culture is maintained - that harms the child and must therefore be replaced by unschooling .

Education and pedagogy from the perspective of Braunmühls not only superfluous but even "as a child-, human-, hostile to recognize as criminal." In accordance with modern definitions of sociology he understands education as a planned and intentional socialization . Braunmühl equates this intention with the exercise of rule , whereby he does not differentiate (like e.g. Max Weber ) between legitimate and unlawful rule, but assumes that rule is reprehensible per se . As a result, upbringing appears to him to be foreign control, contempt for human beings, submission and an injustice that is done to children. He categorically refuses to issue commands or prohibitions to children for educational reasons, to set limits or to expose them to frustrations.

As early as 1970 had Braunmühl and others in Wiesbaden , the first anti Educational Club children's home e. V. (1st APC Kinderhaus) was founded in which the attempt was made to put the concept of anti-pedagogy into practice. The facility still exists today.

In 1976 the French original and 1977 a German translation of the essay Les Enfants d'abord ( Children ), whose author Christiane Rochefort advocated the emancipatory thesis that children are an oppressed class .

consequences

As an attempt to mediate between anti-pedagogy and conventional pedagogy, Wolfgang Hinte developed the concept of non-directive pedagogy , inspired by Carl R. Rogers , for which he later preferred the less ambiguous term personal pedagogy . He understood it to be "the constant effort to leave the learning partner responsible and (if possible) complete freedom of choice as to how, where, with whom, what and through what he wants to learn."

Von Schoenebeck, a former lawyer and teacher, developed - inspired by von Braunmühl's ideas - in the second half of the 1970s the concept of amication , a form of education-free or “post-educational” communication with children. In 1978 he founded the in Münster established friendship with children - Förderkreis e. V. , who is still working on spreading anti-pedagogy today. In an open letter dated May 13, 1996 and in the book What is anti-pedagogical enlightenment ?: Misunderstandings, abuses, failures of radical educational criticism , von Braunmühl expressly distanced himself from the views and club practices of Hubertus von Schoenebeck.

Anti-educational ideas are also supported by the KinderInformationsDienst (Kid) - now part of Kidweb.de . In Leipzig , the Tologo Verlag and the UnerCED magazine, which has appeared there since 2007, are close to anti-pedagogy.

criticism

Empirical studies on the subject of anti-education have hardly been carried out. Hubertus von Schoenebeck's dissertation is an exception. Only the effects of permissive parenting styles have been examined by independent researchers , which, however, only partially correspond to the non-parenting advocated by anti-pedagogy.

Traditional pedagogy has only occasionally dealt with anti-pedagogy. Michael Winkler and Andreas Flitner are among the few educationalists who have emerged as critics of teaching ; both complain that the upbringing relationship determined by selflessness and human warmth is damaged rather than promoted by the legal relationships that anti-pedagogy intends to introduce here. Harm Paschen takes the view that anti-pedagogy is itself a pedagogy.

One of the merits of anti-pedagogy is that it has drawn attention to the limits of pedagogical effectiveness assumptions, the negative effects of upbringing and the historical ties of pedagogical ideology.

literature

  • Andreas Bauer: Anti-pedagogy. Pros and cons of the pros and cons. An open discussion on fundamental maxims. In: ZPE. 74, 2006, pp. 56-93.
  • Ekkehard von Braunmühl: anti-pedagogy. 1975, new edition: tologo verlag, Leipzig 2006, ISBN 3-9810444-3-6 .
  • Ekkehard von Braunmühl, Heinrich Kupffer, Helmut Ostermeyer: The equal rights of the child . Fischer, 1976, ISBN 3-436-02385-X .
  • Ekkehard von Braunmühl: time for children . tologo verlag, Leipzig 2006, ISBN 3-9810444-2-8 ( limited view in Google book search - first published in 1978).
  • Ekkehard von Braunmühl: Come to your senses . Beltz, Weinheim 1990, ISBN 3-407-34036-2 .
  • Annette Böhm, Ekkehard von Braunmühl: Equal rights in the children's room. The forgotten step to peace. Patmos Verlag, Leipzig 1994, ISBN 3-491-50012-5 .
  • Ulrich Klemm (Ed.): Sources and documents of anti-pedagogy . dipa, Frankfurt / M. 1999, ISBN 3-7638-0183-9 .
  • uneducated - 40 years of anti-education. Overcome upbringing. No. 3/15 . tologo verlag, 2015, ISSN  1865-0872 , p. 6–30 ( table of contents ).

Web links

Anti-educational websites

Individual evidence

  1. ↑ Anna Zalewska: Antipedagogy ; Helmut Ostermeyer: The Revolution of Reason. Saving the future by restoring the past . Fischer, 1977, ISBN 3-596-26368-9 . ; Hubertus von Schoenebeck: Support instead of education. The new parent-child relationship . 1982 .; Hubertus von Schoenebeck: Anti-pedagogy in dialogue. An introduction to anti-educational thinking . Weinheim 1985.
  2. ↑ Reinhart Wolff: Anti-Authoritarian Education , Bad Heilbrunn, 1973
  3. ^ Dieter Sturma: Jean-Jacques Rousseau . Beck, Munich 2001, ISBN 3-406-41949-6 , pp. 126 ff . ( limited view in Google Book search). ; “If a person is good by nature, as I think I have proven, it follows that he remains good as long as something foreign to him does not change him (...) So you block the access to the vice, and the person will always be good. On this principle I build negative upbringing as the best, or rather the only good (...). I call negative education that which first wants to refine the organs as the means of our knowledge before we are taught the knowledge, and which first prepares us for reason by exercising the senses. The negative upbringing is far from idle. It gives no virtues, but it anticipates vice, it does not show the truth, but it prevents error. It prepares the child for everything with which he can know the true as soon as he is able to understand the same and the good as soon as he can love the same. ”Jean-Jacques Rousseau: Writings . tape 1 . Fischer, Frankfurt / M. 1995, ISBN 3-596-26567-3 , pp. 518 ff . ( limited view in Google Book search).
  4. ↑ a b c Anna Zalewska: Antipedagogy
  5. ↑ See H. Ibrahim Türkdogan: Max Stirner and the anti-pedagogy
  6. ↑ Max Stirner: The only one and his property . tredition, Hamburg, ISBN 978-3-8424-2033-5 , pp. 289 ( restricted view in Google Book search).
  7. ↑ Maria Dalhoff: On the (im) possibility of resistance against oppression and domination. A comparison of the theater of the oppressed with approaches to education free of domination . Lit, Vienna, Berlin 2011, ISBN 978-35032-5-1 , pp. 55 ff ( restricted view in Google Book search).
  8. ^ Felix Dietrich: The world of ideas of anarchism. Leipzig 1904, p. 37. ( digitized version ); Walther Borgius: The school - a sacrilege against the youth . Verlag der Mackay-Gesellschaft, Hamburg 1981, ISBN 3-921388-49-X (first published in 1930).
  9. ^ Anti-pedagogy: Studies on the Abolition of Education , Tologo Verlag, 2006, p. 64
  10. ^ Maud Mannoni : La education impossible . Paris 1973. , German: Shit education: From anti-psychiatry to anti-education. Frankfurt / M. 1976 ( limited view in Google Book search, Spanish translation)
  11. ^ Ekkehard von Braunmühl: Anti-pedagogy. Studies on the Abolition of Education . tologo verlag, Leipzig 2006, ISBN 978-3-9810444-3-0 , p. 103 (first published in 1975). ; Carl R. Rogers: On Becoming a Person. A Therapist's View of Psychotherapy . 1961 .; Carl R. Rogers: Freedom to Learn for the 80s . 1982.
  12. ^ Heinrich Kupffer: Antipsychiatry and anti-pedagogy . In: The German School . tape 66 , no. 9 , 1974, p. 591-604 . ; ( Page no longer available , search in web archives: social and family education ) with information about Heinrich Kupffer.@1@ 2Template: Toter Link / www.sos-kinderdorf.at
  13. ↑ See e.g. B. Richard M. Meyer: History of German literature . 2nd Edition. First volume: German literature up to the beginning of the 19th century . Georg Bondi, Berlin 1920, p. 493 ( restricted view in Google Book search).
  14. ^ Ekkehard von Braunmühl: Anti-pedagogy. Studies on the Abolition of Education . tologo verlag, Leipzig 2006, ISBN 978-3-9810444-3-0 ( limited view in Google book search - first published in 1975).
  15. ↑ Braunmühl: Anti-pedagogy. 1975, pp. 71, 196.
  16. ↑ Braunmühl: Anti-pedagogy. 1975, p. 71.
  17. ↑ Braunmühl: Anti-pedagogy. 1975, p. 65.
  18. ↑ Braunmühl: Anti-pedagogy. 1975, p. 69
  19. ↑ Braunmühl: Anti-pedagogy. 1975, pp. 9, 70.
  20. ↑ Braunmühl: Anti-pedagogy. 1975, p. 115.
  21. ↑ Braunmühl: Anti-pedagogy. 1975, p. 70.
  22. ↑ Braunmühl: Anti-pedagogy. 1975, p. 10.
  23. ↑ Braunmühl: Anti-pedagogy. 1975, pp. 130, 212.
  24. ↑ Kinderhaus Wiesbaden official website
  25. ↑ Christiane Rochefort: Les enfants d'abord  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF).@1@ 2Template: Dead Link / enfance-buissonniere.poivron.org  
  26. ↑ Wolfgang Hinte: Non-directive pedagogy. An introduction to the basics and practice of self-determined learning . Opladen 1980 .; Excerpt: Wolfgang Hinte, Maria Lüttringhaus, Dieter Oelschlägel: Basics and standards of community work. A reader on development lines and perspectives . 3. Edition. Juventa, Weinheim, Munich 2011, ISBN 978-3-7799-1824-0 , p. 50 ff . ( limited view in Google Book search).
  27. ↑ Amication Official Website
  28. ↑ Texts and arguments on FMK. Retrieved November 26, 2016 .
  29. ↑ Ekkehard von Braunmühl: What is anti-educational information? Misunderstandings, abuses, failures of radical educational criticism . Kid-Verlag, Bonn 1997, ISBN 3-929386-15-1 .
  30. ↑ Hubertus von Schoenebeck: Determinants of personal communication with young people - the communication model Amication . Dissertation University of Osnabrück, 1980.
  31. ↑ Michael Winkler: Keywords on anti-pedagogy. Elements of a historical systematic criticism . Klett, Stuttgart 1982, ISBN 3-608-93001-9 . ; Andreas Flitner: Konrad, said the mother's wife. About education and non-education . Piper, Munich 1985, ISBN 3-492-10357-X .
  32. ^ Harm Paschen: Logic of the educational sciences . Pedagogical Verlag Schwann 1979, ISBN 3-590-14241-3 .
  33. ↑ Katharina Rutschky (Ed.): Black Pedagogy. Sources on the natural history of civic education . 8th edition. Munich 2001. First edition: Frankfurt / M. 1977; Rudi Palla : The art of kneading children. A recipe book for pedagogy . Eichborn, 1997, ISBN 3-8218-4468-X .