Ariane Garlichs

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Ariane Garlichs (born March 3, 1936 in Oldenburg ) is a German reform pedagogue and professor emeritus at the University of Kassel .

Life

Helene Ariane Garlichs was born on March 3, 1936 in Oldenburg. She has three brothers, including Dietrich Garlichs . In 1947 she came to the Cäcilienschule Oldenburg (then a girls' grammar school) and graduated from high school in 1956 .

Garlichs first enrolled at the pedagogical college in her home town, where she trained as a primary school teacher and studied pedagogy and school pedagogy under Martin Rang and Erwin Schwartz . In 1959, she switched to the Göttingen University of Education for three semesters . In 1961 she started her first job as a teacher in the 2-class village school in Settmarshausen and took over grades 1-4 of the lower grades. In 1966 she moved to an assistant position at the Oldenburg University of Education and in 1969 to Professor Flechsig at the newly founded University of Konstanz. There she received her doctorate in 1972 at the Faculty of Social Sciences with a thesis on curriculum research entitled Preferences of Different Social Groups for Learning Objectives in Elementary Education .

In 1972 Garlichs took over a professorship for educational sciences in Kassel (with a focus on primary level) at the University of Kassel (today: University of Kassel ), which had been founded two years earlier and which began teaching in the 1971/72 winter semester. There she worked until her retirement in 1999.

Focus of your primary school education

Subject orientation

Garlichs once described what, in retrospect, she considered her key professional experience: In 1957, during her first lesson, she asked the schoolchildren if they wanted to see the mousetrap she had brought with her. Then the children rushed to the teacher's table. The school management representative who was present reprimanded Garlichs for exercising insufficient control over the students, and she was also shocked by this. During her next lessons, she therefore tried harder to “control everything”. Yes even

“In my first years as a university lecturer, I woke up drenched in sweat a few times because I had dreamed that one of my lectures had protested, that the students had stormed the chair and disempowered me. Then came a summer that lost that fear. I found a beautiful starfish on the beach and picked it up. The children around came up to me to look at the miracle structure. I was happy about the children approaching me, their desire for questions and my being in the middle. Suddenly I could no longer understand that I was scared of children who did nothing but move towards me. "

Since then, Garlichs has emphasized that especially in primary school lessons, the biographical experiences, the current life context and the feelings of the schoolchildren have to be taken into account. All primary school pedagogical thinking and acting should be oriented towards the child as a personality. The aim of primary school lessons is that the children develop into self-determined (autonomous) beings. The children are not to be seen as objects of the teaching effort, but as subjects to be strengthened. Every child should take responsibility for their own learning as much as possible.

Learning workshop

From the fact that the schoolchildren are to be recognized as subjects capable of development, Garlichs immediately demanded that lessons should be designed as a methodologically largely open learning workshop , the focus of which should not be the fulfillment of learning catalogs, but rather practical and self-active learning of the children through their own Experience. School must be understood as an individual "path for children". It must be consistently organized in such a way that this goal can also be achieved - the child does not have to adapt to the organization of the school. “Forms of learning and teaching methods convey messages”, in other words: In addition to the curriculum, there is always an “unofficial topic” in the classroom. In order to achieve this goal, Garlichs did not shy away from consciously conflicting with traditional traditions:

“The sentence: 'After all, we live in a competitive society and that's why the children should get grades right away' could also be summed up in the formula: 'You are nothing, society is everything!' A few decades earlier one would have said: 'You are nothing, your people are everything!' "

In 1978 Garlichs set up the “Kasseler Lernwerkstatt” for primary school education. The concept soon found successors in other departments at the university there. With fundamentally unchanged goals and methods, they continue to live there today as “integrated study workshops”, and the concept of the learning workshop has finally established itself at other universities as well.

Student aid project

This training project initiated by Garlichs is not identical to the tutoring of the same name against payment.

In her state examination thesis, Garlichs had already dealt with how the elementary school can meet the special requirements of underperforming students. She later took up this topic again, for example in her publication “On the ability to concentrate in fourteen-year-old city and country children”. In 1993, with her initiative, the Kassel student aid project was finally brought into being. With the participation of educational staff from the university and primary school teachers, children in need of assistance and support are holistically cared for, with one student making a binding appointment with the child once a week for joint activities for a whole year. In addition, there is practical advice for the students in small groups and forum events on key topics with external speakers three times a semester. The development process of the dyad child / student is reflected and optimized psychologically, pedagogically and socially. Organizationally, the project interlinks practical teaching, pedagogy studies, study reform and research. The aim is practical help for children in need of support, especially in the sense of developing and strengthening their personality, deeper self-knowledge of the educators, an improvement of their education and an expansion of scientific knowledge through a dialogue between theory and practice. In the meantime, this approach has been given the name "Project K" in Kassel and is described by the university there as follows:

“A case-oriented project seminar that opens up a practical field for teaching and master’s degree students during their studies. Here they take on a sponsorship for a primary school child who is in a difficult situation for a period of two semesters. "

This project also quickly became known beyond the borders of Hesse and served as a model for similar institutions in other places.

Kasseler Familienberatungszentrum e. V.

As early as 1949, on the initiative of the US occupation authorities, the “North Hessian Association for Educational Aid” was brought into being. At that time, it was supposed to offer assistance with education to war widows or women whose husbands were missing in the war or who had been taken prisoner and who often lived in economic hardship and very cramped living conditions. With increasing economic recovery , the goals of the now Kassel family advisory center (kafa), called the non-profit association, were adapted to the changed needs and expanded to several locations. In 1999 Garlichs established a collaboration with the University of Kassel. Under the motto “We make families strong”, the kafa now offers free advice in the sense of “early prevention” in the event of school difficulties, fears or family conflict situations, accompaniment and observation in schools, visits to families (“educational advice mobile”) for newborns a “welcome package” and long-term early support for children with developmental retardation, at risk of disability and disabled children.

Psychoanalysis

During her first teaching job, she met Peter Brückner, a psychologist who was active in social education himself and who also derived his non-conforming political convictions psychoanalytically. Garlichs also dealt in depth with Alexander Mitscherlich's work "On the Way to a Fatherless Society" (1963). Finally, after her own analysis, at the end of the 1970s at the institute of the Munich Working Group for Psychoanalysis (MAP), she herself trained as a leader of psychoanalytic groups. Psychoanalysis remained one of the foundations of their approach. She began a close scientific and personal exchange with Marianne Leuzinger-Bohleber , who has also been working at the University of Kassel since 1988. Together they published numerous studies with psychoanalytic explanations of the autonomy development of the child. According to this, the influence of separations in early childhood, development-specific conflicts during the so-called "defiant phase" and the special concept of oedipal rivalry in puberty play a role. Some of her case studies with psychoanalytic interpretation are now considered exemplary for educational studies. The existential and emotional situation of the elementary school teachers was the subject of the psychoanalytically oriented presentations by both authors.

Balint groups

In order for educators / teachers to recognize in good time when their own hidden internal conflicts stand in the way of pursuing their work goals, Garlichs already demanded self-awareness offers for teacher training and, later in the job, regular teacher training with supervision within the framework of Balint groups . The teachers should therefore reflect critically on their own subjectivity when dealing with the school children entrusted to them.

Topic-centered interaction

Garlichs trained in Topic-Centered Interaction (TCI) at an early age . Their representative in the German-speaking area, Ruth Charlotte Cohn , had, similar to the key experience of the inquisitive approach of the children at the Garlichs, had a personally formative experience in a preschool class, which later made her formulate the demand for an "open teaching":

“Giving too much in early school classes can mean providing children with offers for their wellbeing without requiring them to make any effort. Too little giving in the beginning lessons can mean forcing effortless performance without regard to well-being. The two extreme situations illustrate drastically: In a lesson that is open to the diversity of children, well-being and exertion should not be separate maxims, but should coincide as often as possible. "

Cohn later described the TCI as a way of transferring elements of psychoanalysis aimed at the individual to the collective, including from school classes. Both the demand made by Cohn for open teaching and the underlying psychoanalystic explanatory models were familiar to Garlich. Garlichs was one of the first to introduce TCI into the pedagogical discussion in Germany. and described the possibilities and limits of TCI in primary school education.

Meddling in politics and society

Garlichs has always taken the floor and interfered as an author, editor, university professor and member of numerous committees, so through

  • Opinion on the future of primary schools and public demands to reform teacher education
  • Participation in the scientific advisory board of the Laborschule Bielefeld (from 1996 to 2011 in a leading position)
  • Participation in the commission for school pedagogy / didactics of the German Society for Educational Science
  • From 1980 establishment of an interdisciplinary working group for elementary school pedagogy (IAG) at the University of Kassel, which continues to exist under the changed name "RinG"
  • Statements on the educational consequences of the Holocaust
  • Participation in the "Practical Learning" project of the Robert Bosch Foundation
  • Co-edited the primary school magazine from its founding in 1977 to 2003
  • Participation in the projects "Pupils in open learning situations", "Life situations and everyday school life for six to ten year old children" and "Education and the future: The future of school" at the Kassel University
  • Participation in comparative school studies (Kassel vs. Jena)

Web links

Media reception

Prof. Dr. Ariane Garlichs . Film portrait, DVD, about 90 minutes, Oct. 2008

Individual evidence

  1. ↑ a b Astrid Kaiser 2000: Ariane Garlichs , In: Pedagogues yesterday and today (22nd part). Elementary School 6/2000, pp. 54–56
  2. ↑ Hanna Kiper 1997: Women in elementary school pedagogical literature after 1969. In: Grundschule, 10/1997, pp. 31–34
  3. ↑ Ariane Garlichs in conversation with Wolfgang Schulz. In: Kaufmann, Hans Bernhard et al. (Ed.): Continuity and breaks in tradition in education. A conversation between the generations. Weinheim, Basel, pp. 211-250
  4. ↑ a b c Helma Behme 1986: Encounter with Ariane Garlichs - Strengthening the inner forces. Pp. 201–206 in: Astrid Kaiser and Monika Oubaid (eds.): German pedagogues of the present. Cologne, 2nd ed. 1998 epaper German pedagogues of the present ( Memento from February 27, 2011 in the Internet Archive )
  5. ↑ Garlichs, Ariane. In: Norbert Beleke (Ed.): Who is who? The German Who's Who. Edition 42.Schmidt-Römhild, Lübeck 2003, ISBN 3-7950-2036-0 , p. 409.
  6. ↑ Ariane Garlichs undated: The mousetrap (or the teacher's fear of movement) [1]
  7. ↑ Ariane Garlichs (Ed.) 1983: CIEL, Part 2, "Case study on a funding program of the Volkswagenwerk Foundation for elementary education", in: Series of publications of the Volkswagenwerk Foundation, Vol. 22, 406 pp., Vandenhoeck & Ruprecht, Göttingen. ISBN 3-525-85364-5
  8. ↑ Ariane Garlichs (Ed.) 1982: There will still be teaching tomorrow : Teaching profession a. Lesson content. 384 S., Monographs Pedagogy Vol. 30, Königstein / Ts., Scriptor. ISBN 3-589-20799-X
  9. ↑ Norbert Groddeck, Ariane Garlichs 1978: Open-to-experience teaching: Examples for overcoming the unfamiliar learning school. Freiburg in Breisgau. Herder Library Vol. 9061. ISBN 3-451-09061-9
  10. ↑ Ariane Garlichs 1996: Everyday life in open teaching. The example of Lohfelden-Vollmarshausen. Frankfurt a. M .: Arbeitskreis Grundschule, 149 p., Edition 1996. Paperback ISBN 3-930024-24-1
  11. ↑ Ariane Garlichs u. a. 1994: Didactics of open curricula. Eight lectures to teachers. Beltz Library Vol. 47, 2nd Edition Beltz. 112 pp. ISBN 3-407-50047-5
  12. ↑ Gabriele Faust-Siehl, Ariane Garlichs, Jörg Ramseger 1996: The future begins in primary school. 285 S. Rowohlt Tb. ISBN 3-499-60156-7
  13. ↑ Ariane Garlichs in: Christel Manske (Ed.): Beyond PISA  : Learning as a journey of discovery. Hamburg 2008, 269 pp. ISBN 978-3-00-025061-3
  14. ↑ Univ. Kassel: Integrated Study Workshops ISW Integrated Study Workshop ( memento of March 11, 2011 in the Internet Archive ) accessed on January 3, 2012
  15. ↑ Ariane Garlichs u. a. 2000: Learning to understand students: the Kassel student aid project as part of a reform-oriented teacher training program. Donauwörth, Auer, 200 pp. ISBN 3-403-03402-X
  16. ↑ Frederike Heinzel, Ariane Garlichs, Susanne Pietsch 2007: Learning support and sponsorships: Reflexive casework in university teacher training. Verlag Klinkhardt, paperback, 235 pp. ISBN 3-7815-1569-9
  17. ↑ Univ. Kassel: Student Aid Projects [2] accessed on January 3, 2012
  18. ↑ Univ. Kassel: Student Aid Flyer ( PDF ) accessed on January 3, 2012
  19. ↑ Kasseler Familienberatungszentrum (kafa) [3] accessed on January 3, 2012
  20. Jump up ↑ http://www.nh24.de/index.php/vermischtes/22-allgemein/22791-familienzentrum-in-der-nordstadt-eroeffnet Genealogie {Dead Link | url = http: //www.nh24.de/index .php / mixed / 22-general / 22791-Familienzentrum-in-der-Nordstadt-eroeffnet | date = 2018-12 | archivebot = 2018-12-04 11:40:28 InternetArchiveBot}} (link not available)
  21. ↑ a b Ariane Garlichs, Ariane 1984: Psychoanalytically oriented case discussions with teachers. Experiences from the Balint group. In: Die deutsche Schule, 76 (1984) 6, pp. 459–469
  22. ↑ Univ. Kassel: Examples of psychoanalytic case studies in education [4], accessed on January 3, 2012
  23. ↑ Marianne Leuzinger-Bohleber, Ariane Garlichs 1993: Early Education West-East: Future Expectations, Autonomy Development and Relationship Ability of Children and Adolescents. With a preface by Horst Eberhard Richter. Weinheim, Munich, Juventa-Verl. 240 pp. ISBN 3-7799-0853-0
  24. ^ Ariane Garlichs 1984: Research project school self-experience. Self-awareness in school - what can it be? University Library Kassel, 45 pp. ISBN 3-88122-269-3
  25. ↑ Ruth Cohn 1983: From Psychoanalysis to Topic-Centered Interaction: From the Treatment of Individuals to Pedagogy for All. Stuttgart, Velcro-Cotta
  26. ↑ Ruth C. Cohn, Christina Terfurth 1993: Lively teaching and learning: TZI makes school . Klett-Cotta, 5th edition, 404 pages ISBN 3-608-95547-X
  27. ↑ Ruth Cohn: Rules and guidelines for group interaction , in: Werner Stangl: Arbeitsblätter [5]
  28. ↑ University of Linz: Learning in groups. TZI
  29. ↑ Garlichs, A .: Group therapeutic approaches in the classroom. Neue Sammlung 5 (1974) 447, 459-464
  30. ↑ Ariane Garlichs 1976: Group therapeutic approaches in class? Attempt to critically appraise the topic-centered interactive method by RC Cohn , pp. 253–260 in: Walter Popp (Hsg): Communicative Didactics: Social Dimensions of the Didactic Field. Basel, Beltz-Verlag
  31. ↑ Ariane Garlichs 1996: Holocaust - a topic that transcends human understanding. In: Die Grundschulzeitschrift, 97, pp. 46–50. ISSN  0178-8523
  32. ↑ Bernd Mugrauer 2001: Arguments for and against the treatment of the topic "Holocaust / Third Reich" in primary schools ( PDF )
  33. ↑ Welt Online 2008: Upbringing - Papa, who is Adolf Hitler? [6]
  34. ↑ Bosch Foundation: Practical Learning [7], accessed on January 3, 2012
  35. ↑ DVD series Pedagogues of the Present: Ariane Garlichs [8]
  36. ↑ Film portraits: Ariane Garlichs ( Memento from January 29, 2012 in the Internet Archive )
personal data
SURNAME Garlichs, Ariane
BRIEF DESCRIPTION German reform pedagogue and emer. professor
DATE OF BIRTH March 3, 1936
PLACE OF BIRTH Oldenburg