Budo pedagogy

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Budopädagogik is a "special" -pädagogisches and -therapeutisches concept that traditional Asian fighting and Wegkünste ( Budo , -do ) target group uses to (social and more broadly salutary) by individual measures selected educational goals. Budo pedagogy considers every participant in a measure for personality development and behavioral training from a holistic point of view with regard to social (cultural), biotic (physical) and mental (psychological) disturbance and healing factors.

origin

The discipline of Budopädagogik was the doctoral educationalist and Karate instructor Dr. phil. Jörg-Michael Wolters launched; The development is based primarily on his pilot study ( dissertation ), in which he investigated and evaluated the successful therapy of violent, delinquent youths through training based on Budo / martial arts and empirically worked out the social educational significance.

definition

Budo pedagogy is not identical and in no way related to the so-called Budo "sport" pedagogy (Budo and sport are absolute opposites; a combination of both is impossible due to the lack of the essential basics (see below); Budo ). Budo as a term for traditional martial "art" itself (beyond sport and self-defense) already represents an original system for holistic personality development . In Budo pedagogy, the contents and methods as well as special exercises from Budo (especially the traditional Japanese systems Aikido, Judo, Karatedo, Kempo, Iaido or the Chinese such as Tai-Chi and Kung-Fu, the Korean Hapkido and other Far Eastern teachings) for pedagogical-therapeutic application, selected, compiled and adapted to an effective and efficient measure in the context of To design pedagogy, therapy or coaching. A professional (scientifically sound) resource-oriented and disorder-specific methodical approach in terms of arranging:

  • the experience of one's own abilities
  • the development and cultivation of willingness to learn
  • to experience oneself as part of a community
  • the clear set of rules and rituals
  • the authentic authoritative relationship, the quality of which largely depends on the budo pedagogue
  • and ways of looking at one's own way of dealing with thinking , feeling and behavior from traditional and modern sources.

Budo pedagogy is u. a. Used as a therapy-accompanying and supportive, especially in child and adolescent psychiatry and psychotherapy ; also called "Budotherapy" here.

The term Budo pedagogy and the related training to become a Budo pedagogue are protected by copyright as intellectual property . The protection relates to the applicable law for a service mark or an established service and the intellectual property of the author, even without a registration with the patent office being necessary. Such an entry is not possible due to the ubiquitous general term "pedagogy" contained therein. Since the mid-1980s, however, the term has been established in scientific form and on the market as a service offer (education) and method, and is firmly linked to the founder ( Spiritus Rector ) of the concept and the publications of relevant literature. The Institute for Budo Pedagogy (IfBP) and the Professional Association of Budo Pedagogues (BvBP eV) are the only bodies authorized to certify offers and ensure the quality of professional standards. Successful concepts are often imitated, but they are neither to be confused with the original nor are they recognized by the professional association.

Basics

Fundamental questions of Budo pedagogy are essentially:

  • The difference between martial arts and martial arts (Budo) to differentiate their completely different educational effects on the practitioners and participants of a specific offer
  • The 6 essential elements of Budo as the conceptual core of training and practice, they correspond to 6 Japanese teaching content and principles:
    • Bu - Fight: Bu contains the respective collection of physical exercises of the style primarily selected for an offer (such as Judo, Iaido, Kempo, Taichi, Chigong, Taekwon-Do or comparable systems). In addition, Bu also includes the knowledge of the respective art about relevant social, emotional and cognitive laws of the exercises as a craft.
    • Do - way: To awaken the willingness to learn and to keep it alive is part of the traditional way of art. There are typical challenges and stumbling blocks.
    • Dojo - training hall: The dojo means on the one hand the place where the path is practiced and on the other hand the group of those who practice there as an intensive community of like-minded people. The design of the rooms corresponding to Budo, often also in the style of Zen (Altar / Shomen) and the typical manners displayed there, allow one to deal with the deeper contents of the exercises.
    • Shitei - teacher-student relationship: The intensive personal relationship between teacher and student determines the quality of the teaching of martial arts. In Budo pedagogy, professionalism and personality are decisive in order to establish a fruitful teacher / master-student or teacher-client relationship.
    • Reihō - humility: Etiquette (rules), traditional routines and rituals offer clues, orientation and security during the class and in the dojo.
    • Zen spirit: The aim of a measure is the subjective improvement of a participant's own problem-solving or problem-maintaining situation. Accordingly, martial arts are the medium for developing skills and abilities beyond the dojo.

In addition, original and current sources on the following topics are processed:

  • Theory and practice of Far Eastern martial arts as a medium of education and personality development
  • Linking with current research results from the subjects of social , sports and special education
  • as well as their neighboring areas of learning, development and clinical psychology (compulsory literature and seminar materials)
  • Presentation of tested and evaluated model projects and established concepts
  • Use of modern pedagogical methods and project management, such as target group analysis or
  • Definition of macro, meso and micro goals as well as specific curricula
  • Implementation of selected systematic sequences of exercises, implemented in a target group-oriented and problem-solving manner

Development of further training

At the beginning (from 1999 to 2011), the Institute for Youth Work of the Bavarian Youth Ring, with the founder as the technical director and in cooperation with the Institute for Budo Pedagogy (IfBP) in Stade, organized the training to become a Budo pedagogue for pedagogues with martial arts experience and martial arts teachers / inside with experience in child and youth training or social work with children and youth . With the 7th study seminar (2011–13), however, professional training was only offered and carried out by the Institute for Budo Pedagogy (IfBP) itself, also in order to promote the internationalization, academization and scientificization of the subject. The curriculum for in-service training comprises 9 modules over 31 days and is carried out over a period of one and a half years. The individual units / modules are carried out in Germany, Switzerland and Austria as well as in Sweden with independent and state educational institutions as cooperation partners and designated speakers on special areas (e.g. neurobiology, behavioral biology). Since 2008, the professional association and training institute have organized international congresses every year, in which the specialist public is given insights into the theory and practice of Budo pedagogy in lectures and workshops. So far, these have alternated between Switzerland and Germany, and in 2014 for the first time in Austria. Since 2011, Budo pedagogy has also been a component of the diploma course in social pedagogy in Austria; offered for the first time by the social initiative (Gemeinnützige GmbH, Linz). Since 2012, training to become a qualified Budo pedagogue has been offered in Austria (Institut Bildungshaus Breitenstein).

The aim of the professional training is to enable the graduates to develop and carry out target group or institution-related concepts and scientifically based offers / projects in the medium of martial arts. It is important to structure learning processes according to the target group in a methodologically and didactically scientifically founded manner and to reflect them in an evaluative manner. Through training-related practical seminars, through the involvement of speakers (especially the established "Masters") from selected fields of practice (pedagogy, therapy, coaching ) and through the accompaniment and supervision of the individual practical projects of the participants, the transfer into their own professional Budo and Budo pedagogy is intended -Practice systematically planned and initiated. The further training is aimed primarily at educators, pedagogues, social pedagogues, psychologists and related professions with a martial arts background and at martial arts teachers related to educational, social or therapeutic child and youth work or comparable social and therapeutic fields of activity as well as decision-makers in corresponding organizations and institutions (school , Home education, penitentiary system, psychiatry or association and association).

There are currently three training degrees for Budo pedagogues: Certified Budo pedagogue (1st degree - "Practitioner"), since 2012 there have been the first "Masters" (non-academic) in Budo pedagogy (2nd degree) Qualified and certified by the Institute for Budo Pedagogy (IfBP) and an “Instructor” of Budo pedagogy (3rd degree) through practice, professional experience and a one-year part-time master’s course with examination, public workshops and written final work. "Instructors" are qualified and authorized to independently carry out special budo pedagogical training courses as certified cooperation partners of the IfBP. In 2014, the first “Instructor” training began, in which the “Masters” graduated as autonomous organizers of seminars and advanced training courses as well as full-time lecturers at the IfBP.

Professional Association of Budo Pedagogues eV

Since 2000 there has also been a professional association for Budo pedagogues (BvBP), which is dedicated to the "promotion, dissemination and quality assurance of Budo pedagogy as well as representing the interests of trained Budo pedagogues who are organized as members". Since 2005 it has been a registered non-profit association (eV) based in Kahl am Main . Since 2012, the BvBP eV has been operating as an international professional association, since with the training in the neighboring countries ( Switzerland and Austria ) the professional representation of the graduates and members, as well as the safeguarding of the professional quality standards also make sense there.

Probation

Resource-oriented Budo pedagogy and its disorder-specific application as therapy have proven to be particularly effective "to increase self-confidence (assertiveness), to improve alertness, presence, grounding, centering and shaping of boundaries, to clarify aggression and to cope with anxiety", as "supportive psychotherapy for depression ", or in treating ADHD. Overall, the verifiability of effectiveness through scientific evaluation and studies is steadily increasing.

literature

  • Literature about or with reference to Budo pedagogy
    • Jörg-M. Wolters, Jeannine Schröder, Hubert Schmitz: BUDO pedagogy The educational nature of martial arts and budo pedagogical perspectives . Norderstedt 2014, ISBN 978-3-7357-9349-2 .
    • Ulf Neumann, Ralf Pöhler, Matthias von Saldern: The peaceful warrior Budo as a method to prevent violence . Schüren Verlag, 2007, ISBN 978-3-89472-287-6 .
    • Jörg-M. Wolters: Budo-Pedagogik / Budo-Pedagogy: Traditional Oriental and Asian Martial Arts and the developement of a new profession. Uniwersytet Rzeszowski, Poland (ed.): Rocznik Naukowy Ruchdla Kultury, Tom V / Scientific Year's Issue IDO - Movement for Culture, Vol.5), 2005, pp. 193-205.
    • Jörg-M. Wolters: Violence prevention and social training: a topic for everyone - and yet a thing for professionals. In: social magazine. 9/2009, pp. 35-41.
    • Jörg-M. Wolters: Boys and competition, sport and fighting. In: M. Maztner, W. Tischner (Hrsg.): Handbuch Jungs -Pädagogik. Beltz, Weinheim / Basel 2008, pp. 267–273.
    • Hans-J. Schröder: Budo pedagogy: Exemplary representation based on a specific project with socially and emotionally disturbed children. S. Liebl, O. Zajonc (Hrsg.): Martial arts and martial arts in research and teaching. (= Publications of the German Association for Sports Science ). Feldhaus Verlag, Hamburg Academia, p. 2014.
    • Hans-J. Schröder: Budo pedagogy in practice, using the example of the IN VIA project "Vater-Kind-Raufen" . S. Liebl, O. Zajonc (Hrsg.): Martial arts and martial arts in research and teaching. (= Publications of the German Association for Sports Science). Feldhaus Verlag, Hamburg Academia.
  • Secondary and tertiary literature on the topic
    • Matthias v. Saldern: The mastery of the ego: Budo to prevent violence? , Norderstedt 2010, ISBN 978-3-8423-3400-7 .
    • Christian P. Oehmichen: Integration and Identity Formation in Karate-Dô: Martial Arts as a Means of Integration? LIT, 2012, ISBN 978-3-643-11636-9 .
    • Helmut Mayer: The phenomenon of leadership and its internal and external influencing factors . Windsor Verlag, 2013, ISBN 978-1-62784-113-9 .
    • Heike Kellner-Rauch: Being at home with yourself - reflections on the AD (H) D phenomenon in the light of body-oriented therapy methods . Grin, 2007, ISBN 978-3-640-45882-0 .
    • Marco Baumgarten: Martial arts as a way of preventing youth violence . Grin, 2013, ISBN 978-3-656-46804-2 .
    • Anne Lorenz: The ethical and spiritual foundations of East Asian martial arts as a starting point for socio-educational work using the example of Aikido . Grin, 2013, ISBN 978-3-638-72652-8 .
    • Frank Stüdemann: Karate and its philosophy in school . Grin, 2013, ISBN 978-3-640-22327-5 .
    • David Bender: Sport, Art or Spirituality ?: An ethnographic case study on the reception of Japanese budo disciplines in Germany . (= Mainzer contributions to cultural anthropology / folklore. Volume 6). Waxman, 2012, ISBN 978-3-8309-2698-6 .
    • Jens Weidner, Reiner Kilb: Confrontational Pedagogy Conflict Management in Social Work and Education . VS Verlag, 2006, ISBN 3-531-17091-0 .
    • Thomas Podzelny: Budo for Kids, an educational contribution to violence prevention by means of martial arts for children of primary school age. ( ki-shin-tai.de PDF; 387.4 kB), October 6, 2014.

Web links

Individual evidence

  1. ↑ Budo pedagogy in the treatment of children and adolescents with ADHD and rule-breaking behavior was discussed in the context of the child and adolescent psychiatry conference "Bonding - Relationship - Encounter", the first joint meeting of doctors for children and Adolescent psychiatry and psychotherapy in Lower Saxony from clinic and practice, presented on September 26 and 27, 2014 in Lüneburg.
  2. ↑ J.-M. Wolters: Martial arts as therapy. The socio-educational relevance of Asian martial arts. Shown using the example of the sports-therapeutic «Shorinji-Ryu» (-Karatedo) to reduce the propensity to violence and aggressiveness in detained young people . (= Lower Saxony contributions to social education and social work. Volume 9). 1992, ISBN 3-631-44802-3 .
  3. ^ Wolters, Jörg-Michael: Budo therapy. (PDF) In: 01/2015. International Journal of Philosophy and Psychosomatics, 2015, accessed on May 12, 2017 .
  4. ↑ budopaedagogik.de
  5. ↑ J.-M. Wolters, Albert Fußmann: Budo pedagogy. ZIEL, Augsburg 2008, ISBN 978-3-940562-11-1 .
  6. ↑ Katja Möhle: The Do of Martial Arts and the Development of a Form of Mindfulness. LIT, 2011, ISBN 978-3-643-11452-5 .
  7. ^ A. Dolin, G. Popow: Kempo The Art of Combat East Asian Martial Arts Sports Publishing, 1988, ISBN 3-328-00308-8 .
  8. ↑ a b Breitenstein.or.at
  9. ↑ bvbp.org October 5, 2014.
  10. ^ H. Spleen: body therapy; 1st Graz psychiatric-psychosomatic conference on January 22, 2005; helmutmilz.de/documents/graz1, p. 16.
  11. ↑ A. Remmel et al (Ed.): Handbook Body and Personality - Developmental Psychology, Neurobiology and Therapy of Personality Disorders; Stuttgart, New York 2006, p. 433.
  12. ^ A. Nolte: Healing instead of hewing; in: Psychologie heute 11/2013, p. 52 ff.
  13. ↑ H. Kellner-Rauch: Being at home with oneself - reflections on the ADHD phenomenon in the light of physically handicapped therapeutic approaches; University of Hagen, zgl. Norderstedt 2007, p. 30 ff.
  14. ↑ Doris night Berger, Jörg-Michael Wolters: BUDO - education and therapy. Examples and concepts of successful practice . Hllinek, Purkersdorf / Vienna 2016, ISBN 978-3-85119-363-3 .