Bjorn Kraus

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Björn Kraus (right) together with Hans Thiersch (2014)

Björn Kraus (* 1969 in Heinsberg ) is a German epistemologist and social scientist who can philosophically be assigned to constructivism. His epistemological and interaction theoretical work led to the development of relational constructivism . He is also one of the protagonists of a science of social work. Based on relational constructivism, he developed a theory of relational social work .

Life

Björn Kraus was born in the far west of North Rhine-Westphalia at the end of the 1960s. He started out in simple circumstances and after graduating from secondary school he worked in handicrafts and trades. He got to university on the second path of education. Kraus studied social work in Ludwigshafen, educational science in Landau (graduate social pedagogue) and education management (MA) in Freiburg . He received his doctorate from Heidelberg University as Dr. of philosophy . He made further training in the environment of the "Heidelberg School" ("Systemic Therapist and Consultant (SG)", "Systemic Supervisor (SG)" and "Systemic Coach (SG)"). The “constructivist turn” that took place in this area at the beginning of the 1980s becomes clear in his basic theoretical work.

He has been a professor at the Evangelical University of Freiburg since 2005 and has held the newly established W3 profile professorship for the science of social work since 2012. He has been the university's prorector since 2011. His main research interests are epistemology , communication and power , professional competence, and systemic anthropology and methodology.

Act

Since the late 1990s, Kraus has developed the basis for a theory of the social constitution of subjective realities. His examination of epistemological and social theoretical questions led to the development of relational constructivism . In the context of this, he first developed a communication and power theory based on epistemological foundations and, based on this, discussed questions of professional decision-making. Looking back over the last 20 years, it becomes clear that in the early days (1999-2010) the development of a general theory of human being was primarily pursued and that a relational theory of social work based on this was only started in the 2010s ( In connection with this, fundamental epistemological questions were processed and the foundations of a science of social work developed).

The main social and human-scientific questions about the possibilities of recognition, communication, decision-making and intervention are always in focus. In doing so, Kraus not only analyzes the limits, but also the possibilities that remain despite the assumed cognitive self-referentiality or that arise from it.

The cornerstones of his theory are knowledge, communication, living environment, living situation, power, help, control, morality and ethics of responsibility.

Heiko Kleve states, “… that constructivism could be used successfully, also to advance social work theory formation in the context of a science of social work, is due to Björn Kraus […] Kraus' theses on the constructivist theory of social work intervention are groundbreaking - because they show that social work cannot be understood as a directly intervening social practice, which is therefore not able to determine the way bodies, psyches or social systems function, but that social work is nonetheless Has the potential to either expand or reduce the life-world options for action by influencing and shaping the life situation of its addressees. ”() In addition, his basic theoretical concepts are received and used in educational science, sociology and practical theology.

Relational constructivism

Björn Kraus represents relational constructivism . He stands in the tradition of a fundamental skepticism already formulated by the pre-Socratics or by Immanuel Kant about human possibilities of knowledge. The starting point is the assumption that cognition has no direct access to reality and that our “knowledge” cannot ultimately be checked by the world. On this basis, he discusses the relevance of social and material realities for cognitive construction processes. In this respect he already speaks in his early writings of an "intersystemic perspectivized constructivism", in the last few years of "relational constructions" which ultimately led to the elaboration of relational constructivism .

He assumes a fundamental double bond of human structural development:

“The structural development of living systems is subject to a fundamental double bond. On the one hand, the reality of a person's life is their subjective construction; on the other hand, this construction is not arbitrary, but influenced and limited by the conditions of reality. "

Life world and situation

His main focus is on the relationship between social, pragmatic and material framework conditions (reality or living situation ) and their individual perception (reality or living environment ). This perspective becomes particularly clear in his systemic-constructivist reformulation of the concept of lifeworld. Here he contrasts the concept of the lifeworld (subjective reality) with the concept of the situation in life (reality) and reflects their relationship to one another. For him, the lifeworld of a person is their subjective construct, which on the one hand is not arbitrary, but on the other hand cannot be determined from the outside.

In his examination of the lifeworld concepts of Schütz , Husserl , Kraus and Wittgenstein, Manfred Ferdinand comes to the conclusion: Kraus' “Explanations on a constructivist understanding of lifeworlds now profiles the integration of micro-, meso- and macroscopic approaches called for by Invernizzi and Butterwege: This Integration is not only necessary in order to relate the subjective perspectives and the objective framework conditions to one another, but because the objective framework conditions only acquire their relevance to the subjective lifeworlds in their subjective perception and evaluation. "()

After analyzing bibliographies in social work science publications, Jochem Kotthaus comes to the conclusion: “There, names like Alfred Schütz, Jürgen Habermas as well as Peter Berger and Thomas Luckmann (in a sociological understanding) and Hans Thiersch and Björn keep appearing on the topic of 'Lebenswelt (orientation)' Kraus (in the context of social work) can be found - for good reason. These are absolutely indispensable in order to be able to work on the living environment (orientation) . "()

An extensively documented discussion with the two theorists took place in 2014 on the differences and connections between the lifeworld theories of Hans Thiersch and Björn Kraus.

The constructivist reformulation of the terms lifeworld and living situation carried out by Kraus is used not only in social work but also in educational science (educational work, education for the disabled and community education) in practical theology and sociology.

Constructivist power theory

For a long time it was argued that constructivist theories were “power blind”. Heiko Kleve writes: "Kraus deserves the (sic!) Merit of having discussed the power issue in the context of his constructivist position, as well as having conceptualized a constructivist power theory (...)" () In dealing with the question of interpersonal influence, he develops one "Power-analytical constructivism". Kraus deals with the subject of power from an epistemological perspective . He does not ask about the evaluation or distribution of power, but about what can be described with this term. Based on Max Weber 's definition of power, he comes to the conclusion that the concept of power must be differentiated. Central to his approach is the differentiation of the concept of power into “instructive power” and “destructive power”.

“Instructive power is the potential of a system, determined from an observer's perspective, to determine the behavior or thinking of another system according to one's own will. (Instructive power as a possibility for instructive interactions depends on the obstinacy of those to be instructed.) Destructive power is the potential of a system, determined from an observer's perspective, to reduce the possibilities of another system according to one's own will. (Destructive power as a possibility for destructive interactions is independent of the obstinacy of those to be instructed.) "

In concrete terms, Kraus uses Instructive Power to describe the chance to determine the behavior or thinking of another. With destructive power, however, he describes the chance to reduce the possibilities of another. The relevance of this distinction becomes clear above all in the possibility of refusing to strive for power. Refusal is possible in relation to instructive power - not in relation to destructive power. With this distinction, power relations can be analyzed in a more differentiated manner and only then, questions of responsibility can be adequately reflected.

Micha Brumlik states:

“By theoretically distinguishing between“ instructive power ”and“ destructive power ”, Kraus gains new analytical potential for socio-educational interactions and at the same time avoids cynical theory formation. With these distinctions he can avoid the otherwise obvious consequence of radical constructivism that the individuals subject to the system of social control - who, according to constructivist belief, are even responsible for their cognitive processes - are always responsible for their own submission. "

This perspective makes it possible to overcome the "either-or position" (either there is power or it does not exist), which up until then was common in (radical) constructivist power discourses, and opens up the possibility of a "both-and- Position". With this, Kraus, according to Wolf Ritscher, “reflected on an essential aspect of social existence, the issue of power, in a constructivist manner and thus showed that constructivism can also be applied in terms of social theory.” ()

Relational social work

Helmut Lambers states in the current edition of his volume "Theories of Social Work" (2018):

“Kraus' interest in the coupling relationships between cognitive and social systems opens up opportunities for developing your own communication model. And this is not just about the systems, but rather about the subject in systemic contexts. This is a gain for constructivist theory formation in social work, since one can hold against radical constructivism that the constructivist trusts too much and the cognitive subject too little. In this way Kraus arrives at a relational constructivism with which he shows that "constructivism can also be turned in terms of social theory" (Ritscher 2007, p. 55) "

Björn Kraus uses the theoretical basis of relational constructivism to determine a relational social work that is a continuation or extension of the systemic-constructivist lifeworld orientation . Starting with the cognizing subject and its construction processes, he focuses on the relational construction conditions. It is important that it is not only about the social, but also about the material relations - the term relation is not synonymous here with the term social or for relationships in the social sense.

“So it's not just about social construction processes, but also about cognitive construction processes under relational conditions. In this respect, this approach fits very well with the social work focus of the interface between individuals and society. Social work should make a contribution to shaping the social, which is based on the principles of social justice and human rights. In doing so, social work has to take into account both individuals (strengthening and liberation of people) and social conditions (promoting social development and social cohesion) (cf. Kraus 2016d: pp. 20-21). In this respect, it can neither limit its perspective to the individuals nor to their environment, but has to take into account both the constructive subjects and their relational construction conditions. "

Ernst Engelke , Stefan Borrmann and Christian Spatscheck trace the development from the radical-constructivist beginnings in the 1990s to the development of relational constructivism and relational social work based on it and emphasize:

"One of the special features of the approach is the connection between epistemological and social-theoretical perspectives."

"With his theory, Kraus presents a theory of social work that, with the latest additions, combines basic epistemological assumptions, social-theoretical tools for reflection and methodological implications for social work."

Web links

Film documents

Individual evidence

  1. ^ Björn Kraus: Social work science / science of social work. In: socialnet-Lexikon. December 13, 2018, accessed October 3, 2019 .
  2. ↑ Instructional video on relational constructivism and relational social work (including parts of interviews on Björn Kraus)
  3. ↑ Björn Kraus appointed profile professorship in Social Work Science. In: eh-freiburg.de. February 4, 2012, accessed February 25, 2018 .
  4. ↑ See Engelke, E., Borrmann, S. Spatscheck, C. (2018): Theorien der Sozialen Arbeit. An introduction. Freiburg / Br .: Lambertus
  5. ↑ Heiko Kleve. Review of December 16, 2013 to: Björn Kraus: Recognize and Decide. Beltz Juventa (Weinheim and Basel) 2013. ISBN 978-3-7799-2854-6 . In: socialnet reviews, ISSN  2190-9245 , http://www.socialnet.de/rezensions/13797.php , accessed on August 2, 2015.
  6. ^ A b Björn Kraus: Plea for Relational Constructivism and Relational Social Work. In: Forum Sozial (2017) 1, pp. 29–35 https://www.pedocs.de/frontdoor.php?source_opus=12387 .
  7. ^ Björn Kraus: Constructivism - Communication - Social Work. Carl Auer, Heidelberg 2002.
  8. ^ Björn Kraus: Observer dependency and relationality. For the systemic definition of the concept of conflict and for the revision of the concept “instructive vs. destructive power ”as tools for analyzing social relations. In: S. Stoevesand, D. Röh (Ed.): Conflicts - theoretical and practical challenges for social work. Barbara Budrich, Opladen, Berlin, Toronto 2015, pp. 47–58.
  9. ↑ Björn Kraus: Recognize and Decide. Basics and consequences of an epistemological constructivism for social work . Beltz Juventa, Weinheim / Basel 2013, p. 70.
  10. ↑ Cf. Björn Kraus: Lebenswelt und Lebensweltorientierung - a conceptual revision as an offer to a systemic-constructivist social work science . In: context. Journal of Systemic Therapy and Family Therapy. Issue 37/02, Vandenhoeck & Ruprecht, Göttingen 2006, pp. 116–129, https://www.pedocs.de/frontdoor.php?source_opus=12387 . See also Björn Kraus: Recognizing and Deciding. 2013, p. 143 ff.
  11. ↑ See Björn Kraus: Recognize and decide. Basics and consequences of an epistemological constructivism for social work . Beltz Juventa, Weinheim / Basel 2013, p. 151 ff.
  12. ↑ Manfred Ferdinand: Lebenswelten - Lebensschnüren. Heidelberg studies on practical theology. Lit Verlag, Münster 2014, p. 31.
  13. ↑ Jochem Kotthaus 2014: FAQ Scientific work. Opladen, Toronto: Barbara Budrich UTB.
  14. ↑ Two perspectives: Hans Thiersch and Björn Kraus discuss life-world orientation ( memento of the original from February 14, 2017 in the Internet Archive ) Info: The @1@ 2Template: Webachiv / IABot / www.eh-freiburg.de archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. . In: eh-freiburg.de , February 9, 2015. Accessed February 25, 2018.
  15. ↑ Peter Pantucek: professionalism and ambivalence . 2006. Retrieved February 25, 2018.
  16. ↑ Matthias Nauert: Understanding diversity. The “extended multi-level model” as an orientation aid in social work. In: Herbert Effinger u. a. (Ed.): Diversity and Social Inequality. Analytical approaches and professional action in social work. Budrich, Leverkusen 2012, pp. 56–67.
  17. ↑ Holger Klose: “Lebenswelten” - A photo-pedagogical project at an international primary school. In: Alfred Holzbrecher (Ed.): Photo + Text. Handbook for educational work. VS Verlag, Wiesbaden 2006, pp. 101–114 ( PDF ( Memento from April 17, 2012 in the Internet Archive ))
  18. ↑ Iris Beck, Heinrich Greving: Life situation and coping with life. In: Wolfgang Jantzen (Hrsg.): Encyclopedia manual of the disabled pedagogy. Volume 5. Kohlhammer, Stuttgart 2012
  19. ↑ Dirk Oesselmann: Introduction to Part C: Lebenswelten. In: Peter Bubmann et al. (Ed.): Community pedagogy . Walter de Gruyter, Berlin / Boston 2012, pp. 185–188.
  20. ↑ Manfred Ferdinand: Lebenswelten - Lebensschnüren . Heidelberg studies on practical theology. Lit Verlag, Münster 2014.
  21. ^ Robert Nadler: Should I stay or should I go? International migrants in the rural town of Zittau (Saxony) and their potential impact on rural development. In: European Countryside . Issue 04/01, 2012, pp. 57-72. doi: 10.2478 / v10091-012-0014-7
  22. ↑ Heiko Kleve: On expanding the possibilities . In: Bernhard Pörksen (ed.): Key works of constructivism . VS Verlag, Wiesbaden 2011, pp. 506-519, here p. 506.
  23. ↑ Heiko Kleve: On expanding the possibilities . In: Bernhard Pörksen (ed.): Key works of constructivism . VS Verlag, Wiesbaden 2011, pp. 506-519, here p. 509.
  24. ↑ See Björn Kraus: Recognize and decide. Basics and consequences of an epistemological constructivism for social work . Beltz Juventa, Weinheim / Basel 2013, p. 119 f.
  25. ^ Max Weber: Economy and Society. Outline of understanding sociology . Mohr, Tübingen 1972, p. 28.
  26. ↑ a b c Björn Kraus: Power - Help - Control. Foundations and extensions of a systemic-constructivist power model . In: Björn Kraus, Wolfgang Krieger (Hrsg.): Power in social work - interaction relationships between control, participation and release . Jacobs, Lage 2016, pp. 101–130, https://www.pedocs.de/frontdoor.php?source_opus=15621 .
  27. ↑ a b See also Björn Kraus: Recognize and Decide. 2013, p. 126.
  28. ↑ See Björn Kraus: Recognize and decide. Basics and consequences of an epistemological constructivism for social work . Beltz Juventa, Weinheim / Basel 2013, p. 139 f.
  29. ↑ Micha Brumlik: Foreword . In: Constructivism - Communication - Social Work. Carl Auer, Heidelberg 2002, p. 6.
  30. ↑ See Reimund Böse, Günter Schiepek: Systemic theory and therapy: a concise dictionary . Asanger, Heidelberg 1994.
  31. ↑ Gregory Bateson: Ecology of Mind: Anthropological, Psychological, Biological, and Epistemological Perspectives . Suhrkamp, ​​Frankfurt am Main 1996.
  32. ^ Heinz von Foerster: Knowledge and Conscience. Attempt a bridge . Suhrkamp, ​​Frankfurt am Main 1996.
  33. ↑ Björn Kraus: Recognize and Decide. Basics and consequences of an epistemological constructivism for social work . Beltz Juventa, Weinheim / Basel 2013, p. 120.
  34. ↑ Wolf Ritscher: Social work: systemic. A concept and its application. Vandenhoeck & Ruprecht, Göttingen 2007, p. 55.
  35. ↑ Helmut Lambers: Theories of Social Work. A compendium and comparison. UTB, p. 201.
  36. ↑ Kraus, Björn (2017): Plea for Relational Constructivism and Relational Social Work. (Forum Sozial, 1/2017). http://www.pedocs.de/frontdoor.php?source_opus=15381
  37. ↑ Kraus, Björn (2017): Plea for Relational Constructivism and Relational Social Work. (Forum Sozial, 1/2017). http://www.pedocs.de/frontdoor.php?source_opus=15381 p. 35.
  38. ↑ Engelke, E., Borrmann, S. Spatscheck, C. (2018): Theories of Social Work. An introduction. Freiburg / Br .: Lambertus, p. 550.
  39. ↑ Engelke, E., Borrmann, S. Spatscheck, C. (2018): Theories of Social Work. An introduction. Freiburg / Br .: Lambertus, p. 562.
personal data
SURNAME Kraus, Bjorn
BRIEF DESCRIPTION German social work scientist
DATE OF BIRTH 1969
PLACE OF BIRTH Heinsberg