Work pedagogy
Work education or work school education is one of the central didactic currents at the beginning of the 20th century. Based on the visual pedagogy of the 19th century, as it was represented by Pestalozzi and his demands for craft activity in school as well as by Diesterweg and others, the reform pedagogical representatives of occupational pedagogy above all introduced action orientation into their concepts.
Their ideal school became the work school . It was considered to be contrary to the book and cramming school that predominated in practice. Leading the way in the work education movement in Germany were the reform pedagogues Georg Kerschensteiner (1854–1932), Paul Oestreich (1878–1959), Hugo Gaudig (1860–1923) and Otto Scheibner (1877–1961). However, their concepts differed significantly with regard to the importance of manual-practical learning and intellectual learning activities. The principle of self- employment was supported by all representatives who were positive about a work school, but their socio-political orientations were very different. This principle has often been discussed using the example of local studies , but applied to the entire classroom. The Bund decided school reformers around Paul Oestreich wanted to implement the principle of work pedagogy particularly consistently and demanded the integration of production activities into the school. The "elastic unified school " envisaged by Paul Oestreich should serve as a life school and production school .
But also Adolf Reichwein with his project concept, which he practically implemented at the school in Tiefensee , belongs to the work education movement. In the Freinet pedagogy that is widespread today in particular , many approaches from classic work pedagogy can be found.
Work pedagogy in working life
The REFA Association names the adaptation of work to people and people to work as goals. While the first part of this objective takes place through ergonomics in the context of work design , the second part is fulfilled through the training of mostly adult workers. The knowledge and skills for training are imparted in the subject of occupational education. On the one hand, REFA differentiates between the practical point of view
"Work pedagogy as practice is the concrete teaching and learning of the worker"
on the other hand the teaching approach
"Work pedagogy as teaching is the systematic preparation and presentation of work-related knowledge, skills and experience as well as convictions and scientifically gained knowledge for the purpose of passing on to others."
and finally from a scientific point of view
"Work education as a science examines the relationships between the conditions, implementation and results in human work learning, especially in companies."
literature
- Albert Reble (ed.): The work school. Texts on the labor school movement. 3rd, revised edition. Klinkhardt, Bad Heilbrunn 1969.
- Astrid Kaiser , Detlef Pech (Hrsg.): Basic knowledge of subject teaching. Volume 1: History and historical concepts of general science. Schneider-Verl. Hohengehren, Baltmannsweiler: 2004, ISBN 3-89676-861-1 .
- Andreas Schelten: Basics of work education. 4th, completely revised edition. Steiner, Stuttgart 2005, ISBN 3-515-08776-1 .
Footnotes
- ↑ a b c REFA: Methodology of the company organization. Volume 1: Work Education. 3rd edition, 41st – 60th Thousand. Carl Hanser, Munich 1991, ISBN 3-446-16079-5 , p. 12.