Educational theory

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Educational theory describes the scientific or systematic occupation with education or the concept of education. Classic questions in educational theory deal with the individual, economic and social relevance of education. Central is also the question of the content of education and finally, reaching into the vicinity of didactics , problems relating to the communicability of education.

Historical development

The historical origin of the concept of education

The term education was introduced in the German-speaking area through the teaching of Meister Eckhart and is difficult to translate into other languages. The terms education and formation are used in English and French . Education meets what is meant by education in German. Formation describes processes of inner formation (Shaftesbury: inward form ) which - in modern terms - allude to the development and differentiation of aesthetic, cognitive and moral structures. From the educational concept of the German mysticism of Meister Eckhart, the educational concept of human education is different, as it was imported into philosophical-educational anthropology by Wilhelm von Humboldt in a fragment under the title "Theory of Human Education" (1792/93) has been focused on the development of man and the human race.

New humanism

After significant preparatory work by Comenius in the 17th century, systematic thought was given to a theory of education in the outcome of the Enlightenment in neo-humanism around 1800. Significantly founded by Wilhelm von Humboldt , influenced by German idealism and the work of poets like Johann Wolfgang von Goethe . The neo-humanist educational theory of Humboldt's version found its programmatic and organizational expression in his writings on education, whereas the concept of the encyclopedic educational theory of Georg Wilhelm Friedrich Hegel dominated the higher education system in Germany in the 19th and in large parts of the 20th century.

Philanthropism

In the last third of the 18th century, Johann Bernhard Basedow (1724–1790) founded the so-called human friends movement. Her focus was on a concept of school education, which was based closely on Jean-Jacques Rousseau's philosophy of education and upbringing and Goethe's “Wilhelm Meister”. It clearly distinguished itself from the neo-humanist educational theory and educational pragmatics. Philanthropism found its organizational and educational expression in the “ Philanthropines ”. After the first philanthropist in Dessau, other schools were founded by employees such as Joachim Heinrich Campe, Salzmann, Trapp, Gutsmuths. Friedrich Immanuel Niethammer's pamphlet The Controversy of Philanthropism and Humanism in the Theory of Educational Lessons of Our Time from 1808 culminated in the punch line that both the new humanist and the philanthropist educational program pursued civil education and not general human education .

Education theory in the 19th century

In the course of the 19th century, the neo-humanist approach has proven to be historically outdated due to its reconstructive reference to the Greek enkyklios paideia - the ancient concept of a self-contained educational circle. Critical objections related to the most tangible practical consequence, namely the overemphasis on ancient language subjects ( Latin , ancient Greek ) compared to modern foreign languages and the so-called " realities " of mathematics and natural sciences. Humboldt's plan for a single school with the successive stages of elementary instruction, school instruction and university instruction has been replaced by the encyclopaedism of the dialectical philosophy of Georg Wilhelm Friedrich Hegel and his educational theory. In the course of social modernization and increasing industrialization, concepts of realistic education were generally convincing, not least because they were also able to follow educational theory in their formal educational content (including Georg Kerschensteiner , who is recognized as the initiator of vocational training and the founder of the vocational school).

Educational Theory in the 20th Century

Important representatives of the humanities education of the 20th century were Eduard Spranger , Herman Nohl , Wilhelm Flitner , Erich Less , and Theodor Litt . Siegfried Bernfeld published a sharp criticism of education in the humanities as early as the 1920s, but it dominated education in West Germany until the 1960s. Up to one of its last representatives and overcomers, Wolfgang Klafki, the discussion ran particularly between material and formal educational theories . He initially mediated both through categorical formation (cf. Klafki 1959).

The critical theory of the Frankfurt School dealt with the ideology content of educational theories (see also the critique of ideology ). Theodor W. Adorno was skeptical of the ideal of a well-balanced personality . a. in his "Theory of Half-Education ". As the goal of education after the relapse into barbarism , he formulated "education for barbarization".

Educational theory after World War II

Due to the conservative tendencies of neo-humanist education, the concept of education came under fire in the course of the student movement and critical social theories, stimulated by the so-called Frankfurt School . The most radical demand was to completely abolish the term and to replace it with empirical terms such as learning or socialization .

Wolfgang Klafki took up this criticism based on an educational theory approach in his "critical-constructive educational science", as did Heinz-Joachim Heydorn in his " critical educational theory ".

Rainer Kokemohr , Winfried Marotzki and Hans-Christoph Koller tried to link educational theory considerations with biographical narratives. (see: Hans-Christoph Koller and Rainer Kokemohr: Life story as text. On the biographical articulation of problematic educational processes. Weinheim, Basel)

Between 1986 and 1989, Otto Hansmann and Winfried Marotzki attempted to critically relate traditional educational theory to aspects of the development of society in the last third of the 20th century as part of a disciplinary cooperation project. This editorial project is available in 2 volumes. (See: O. Hansmann / W. Marotzki: Diskurs Bildungstheorie. Weinheim: Deutscher Studien Verlag 1988 and 1989. Volume I included the framework aspects of work (context I), science and politics (context II), the constitution of subjectivity and the processing of reality (context III ) as well as value orientation, ethics and religion (context IV) special consideration. The history of educational theory has been included in the discourse and updated in Volume II.

In her analysis of gender education Gesa Heinrichs describes education as a discursive practice in which the subject is educated. In the interplay of self- and external ascriptions, it is therefore a matter of enabling an education that escapes the compulsory standardization of gender roles as far as possible.

literature

  • Randall Curren (Ed.): A Companion to the Philosophy of Education. Blackwell Companions to Philosophy, Paperback edition, 2006, ISBN 1-4051-4051-8
  • Theodor W. Adorno: Education for barbarization. In: ders., Education for Mündigkeit , Frankfurt am Main, Suhrkamp Taschenbuch 11, 1971, pp. 120–132.
  • Jürgen-Eckardt Pleines (Hrsg.): Theories of education. Problems and positions. Freiburg, Basel, Vienna: Herder Verlag 1978.
  • Theodor W. Adorno: Theory of half-education . Sociological writings, Frankfurt am Main 1959
  • Herwig Blankertz : The History of Education. From Enlightenment to the Present. Wetzlar 1982
  • Wolfgang Klafki : Categorical Education. For the educational theory interpretation of modern didactics. (1959) In: ders. Studies on educational theory and didactics. Weinheim 1975. 25-45.
  • Heinz-Elmar Tenorth (Ed.): General education. Analyzes of their reality, experiments about their future . Weinheim and Munich: Juventa Verlag 1986.
  • Otto Hansmann / Winfried Marotzki (ed.): Discourse educational theory . 2 volumes, Volume I: Systematic markings. Reconstruction of educational theory under the conditions of contemporary society . Weinheim: Deutscher Studien Verlag 1988, Volume II: Problem-historical orientations. Reconstruction of educational theory under the conditions of contemporary society . Weinheim: Deutscher Studien Verlag 1989.
  • Helmut Danner : Methods of humanities education. 4th edition, Munich / Basel 1988
  • Heinz-Elmar Tenorth: "All to be taught". Possibilities and perspectives of general education . Darmstadt: Scientific Book Society 1994.
  • Hartmut von Hentig : Education. An essay. Darmstadt: Scientific Book Society 1996.
  • Manfred Fuhrmann : Education. Europe's cultural identity. Stuttgart: Philipp Reclam jun. 2002.
  • Andrea Felbinger: The change in the concept of education from a feminist perspective: on the trail of gender education. Profil-Verl., Munich 2004
  • Andreas Dörpinghaus , Andreas Poenitsch, Lothar Wigger: Introduction to the theory of education. Darmstadt 2006, ISBN 3-534-17519-0
  • Helmut Woll : Economic knowledge between educational theory and pragmatism. Marburg 2006
  • Dietrich Benner : Wilhelm von Humboldt's theory of education: a problem-historical study on the context of justification of modern educational reform. Juventa-Verl., Weinheim, Munich 2003
  • Dietrich Benner: Educational Theory and Educational Research: Basic reflections and fields of application. Schöningh, Paderborn; Munich; Vienna; Zurich 2008
  • Gregor Raddatz: Pedagogy in Free Fall. Post-traditional didactics between negative dialectics and deconstruction. Waxmann, Münster 2008, ISBN 978-3-8309-1274-3
  • Gesa Heinrichs: Education, Identity, Gender. A (post-feminist) introduction. Ulrike Helmer Verlag, Königstein / Ts. 2001, ISBN 3-89741-069-9
  • Tobias Prüwer: Humboldt reloaded. Critical Education Theory Today , Marburg: Tectum Verlag, 2009 ( ISBN 978-3-8288-9991-9 )
  • Thomas Rucker: Complexity of Education. Observations on the basic structure of educational theory in the (late) modern age . Klinkhardt 2014. ISBN 978-3-7815-1974-9
  • Otto Hansmann: The education of humans and the human race. A challenging synopsis from the 18th century to the present . Logos publishing house. Berlin 2014. ISBN 978-3-8325-3819-4
  • Helmut Peukert: Education in Social Transformation. Edited by Ottmar John and Norbert Mette, Schöningh, Paderborn; Munich; Vienna; Zurich 2015. ISBN 978-3-506-78106-2
  • Manuel Clemens: The labyrinth of aesthetic loneliness. A small theory of education , Würzburg 2015, ISBN 978-3-8260-5765-6
  • Markus Rieger-Ladich: Educational Theories as an Introduction , Hamburg: Junius Verlag, 2019, ISBN 978-3-96060-304-7

Web links

Individual evidence

  1. ^ Wilhelm von Humboldt. Works in five volumes. Edited by Andreas Flitner and Klaus Giel. Volume I: Writings on Anthropology and History. Darmstadt: 3rd edition Wissenschaftliche Buchgesellschaft 1980, pp. 234–240.
  2. ↑ W. v. Humboldt: Works in five volumes, ed. by A. Flitner and K. Giel. Volume IV Writings on Politics and Education. 2. through Edition Wissenschaftliche Buchgesellschaft, Darmstadt, 1969.
  3. ↑ Otto Hansmann: The education of the human being and the human race. A challenging synopsis from the 18th century to the present . Logos publishing house. Berlin 2014.
  4. ↑ Jürgen-Eckard Pleines: Hegel's theory of education. Volume I: Materials for their interpretation . Georg Olms Verlag, Hildesheim u. a. 1983, Volume II: Commentaries . G. Olms Verlag, Hildesheim u. a. 1986.