Wolfgang Klafki

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Wolfgang Klafki, 2002
Klafki (left) together with Hans Christoph Berg (center) at the teaching piece Pascal's barometer

Wolfgang Klafki (born September 1, 1927 in Angerburg , East Prussia ; † August 24, 2016 in Marburg ) was a German educationalist .

Life

Klafki was the middle son of the Angerburg high school teacher Adolf Klafki and his wife Charlotte. His school days were shaped by National Socialism . As a child, he was particularly interested in education. At the age of 17 he received the “Reifevermerk” and was called up for the Reich Labor Service towards the end of the Second World War . As a war invalid , after the war and briefly employed as a construction worker in the summer semester of 1946, he began an elementary school teacher training at the University of Education in Hanover , which he completed after four semesters with the first teacher exam. He worked from 1948 to 1952 as a primary school teacher in Lindhorst and Lüdersfeld near Hanover and took his second exam during this time. There he distinguished himself through his democratic teaching style and his committed commitment to the individual students. Since that time he has been a member of a youth-moving Bundischen singing group.

From 1952 he completed a postgraduate course with a focus on education in Göttingen with Erich Less and in Bonn with Theodor Litt ; In philosophy, Helmuth Plessner and Josef König were among his teachers in addition to Litt ; in German studies, Wolfgang Kayser (all in Göttingen). Among his fellow students under Less in Göttingen were Herwig Blankertz , Theodor Schulze , Wolfgang Kramp and Klaus Mollenhauer ; other fellow students were Ilse Dahmer , Hans-Dietrich Raapke , Wolfgang Schulenberg and Hans-Martin Stimpel .

His epoch-making dissertation The Pedagogical Problem of the Elementary and the Theory of Categorical Education (under less) in 1957 quickly brought Klafki's attention from the professional world; in the same year he married Hildegard Ufer. After he had already started an assistant position at the University of Education in Hanover with Gustav Heckmann in the summer semester of 1956 , he was appointed an "unscheduled lecturer" there in 1960; In 1961 he switched to the educational seminar at the University of Münster , where he became Ernst Lichtenstein's assistant and senior assistant and worked on a habilitation thesis on the subject of “Dialectics and Pedagogy”.

In 1963 he finally followed a call to a chair in education at the Philipps University in Marburg , where he turned down a simultaneous call to the University of Tübingen ; He also turned down the possibility of returning to Göttingen in an analogous position. After his retirement in 1992, for which he was awarded the Federal Cross of Merit, 1st class, he continued to teach there for over a decade and was, in particular, a critical and constructive companion in the teaching skills of his colleague Hans Christoph Berg , whose dissertations he was second supervisor until 2007.

Wolfgang Klafki, who initially supervised 73 dissertations as well as 19 habilitation theses in Marburg and 10 as an external reviewer until 2002, received several honorary doctorates , most recently in 2004 (together with Hartmut von Hentig ) an honorary doctorate from the University of Kassel and the University of Osnabrück . The German Society for Educational Science (DGfE), which had already awarded him the Ernst Christian Trapp Prize in 2002, elected him honorary chairman for life.

Services

Klafki had a particularly strong influence on the education reform debate at the beginning of the 1970s. The scientists who received his theories include a. the didactician Martin Wagenschein and numerous doctoral students Klafkis, who work in various educational fields and disciplines of educational science. Although Klafki himself did not want to be regarded as the founder of a school, he created a discourse framework for his diverse conceptual approaches through the annual Winterberg meetings of his former doctoral students . Its more than 70 doctoral students include: a. Karl Heinz Arnold (University of Hildesheim), Karl-Heinz Braun (University of Magdeburg-Stendal), Wilfried Breyvogel (University of Essen), Georg Feuser (University of Bremen), Gerhard Hecker (Cologne Sports University), Wilfried Hendricks (TU Berlin), Joachim Hofmann- Göttig (Koblenz), Barbara Koch-Priewe (Bielefeld University), Astrid Kaiser (Oldenburg University), Susanne Lin-Klitzing (Marburg University), Hildegard Müller-Kohlenberg (Osnabrück University), Hanno Schmitt (Potsdam University), Reimar Stielow (TU Braunschweig), Frauke Stübig (University of Kassel), Heinz Stübig (University of Marburg), Hartmut Wentzel (University of Halle), Willi Wolf (University of Marburg) and Christoph Wulf (FU Berlin).

Together with Wolfgang Kramp (1927–1983), Klafki significantly shaped educational theory didactics, which are based on the ideas of humanities education . He initiated the development of the first curriculum reform projects , worked on the revision of the Hessian framework guidelines and advocated the new subject of work studies . Through the Funkkolleg Erziehungswissenschaft (1969/70) that he directed , his critical, discursive positions were spread nationwide. From 1972, Klafki headed the Marburg elementary school project , in which innovative elementary school concepts and complex teaching projects were developed for subject teaching . Since 1970 he has also had an influence on educational policy through the critical and constructive support of the comprehensive school development . He was a co-founder of the Association of Democratic Scientists (BdWi). He was appointed to commissions for the development of education plans by federal states such as Bremen and North Rhine-Westphalia (memorandum of the education commission NRW Future of Education - School of the Future, 1995). Since 1990 he has been a member of the Scientific Advisory Board of the Bielefeld Laboratory School .

Contributions to didactics

Klafki's contribution to didactics is still of great importance. His approaches and concepts have been incorporated into numerous subject didactics . He himself for Employment Studies published extensive studies and contributed to the introduction of this subject. In the subject didactics , he is considered to be trend-setting. In doing so, Klafki primarily advocated a general didactic orientation towards a comprehensive concept of education and did not proceed from the traditional knowledge of the respective reference discipline. For him, the focus was always on people's education and their self-determination and participation. In his main lecture at the establishment of the "Society for Didaktik des Sachunterrichts (GDSU)", he designed the concept of a non-technical course that is not understood as an addition of individual subject matter, but as an integrative subject that addresses social problems, general educational contents, in particular the Key problems and their accessibility for children.

Educational theory didactics

Klafki came to educational theory didactics after having dealt with the traditional contradiction between material (educational content that is so important that students have to learn) and formal (behavior and forms of action that are important for students) educational concepts historically and systematically since the 1950s had dealt with. He tried to combine both theories through categorical formation .

Categorical education

In his dissertation, Klafki examined the history of discourse in didactic thinking; He differentiated between material and formal education as fundamentally different approaches to didactic decisions. He analyzed this very meticulously and showed in which dimensions which approach shows productive moments. As an integration of these two approaches, he developed the categorical formation, in which both the formal and the material requirements are taken into account. According to Klafki, its choice is only justified if an educational content has both an objective value and a formal educational content.

Accordingly, not every educational content also has an educational content. In order to find out what is worth teaching, Klafki names the following three selection principles:

  • the elementary: simple and fundamental facts that point beyond themselves
  • the fundamentals: basic experiences and basic insights into the perception of the world
  • the exemplary: the typical, the individual case, which stands for large areas of a subject area with the same structure.

Five basic didactic questions (didactic analysis)

When preparing the lesson, Klafki asks the teacher, among other things, to answer the question of the value of the planned lesson content for the students. To this end, Klafki has defined five guidelines:

  1. Exemplary meaning of the content (“What can the students do with what they have learned today?”): Which general facts, which general problem does the specific content suggest?
  2. Present-day meaning of the content for the learners (“What does it mean for the students today?”): What is the significance of the content in question in the life of the student, what is the meaning - from a pedagogical point of view - in it?
  3. Future meaning of the content for the learners (“What will the content mean for the students tomorrow?”): What is the significance of the topic for the future of the students?
  4. Structure of the content ("What is the structure of my content?"): What is the structure of the content (which was brought into the specific pedagogical perspective by questions 2 and 3)?
  5. Accessibility on the student side or the representability of the content on the teacher side ("How do I teach it, which donkey bridges are there?"): What are the special cases, phenomena, situations, attempts in or on which the structure of the respective content is Children of this educational level, this class can become interesting, questionable, accessible, understandable, vivid?

In 1985, Klafki himself added a sixth point: “Verifiability and verifiability”, with the comment that student performance assessments were only a form of verification that had to be justified separately.

Critical and constructive didactics

Klafki's educational theory approach was discussed intensively and heavily criticized. The question of the methodological preparation is hardly discussed with him, so critics often speak of a “holiday didactics” (see Berlin model ). The 1968 student movement also criticized him politically and socially for being too conservative, bourgeois-oriented and stabilizing the prevailing conditions. There were also social science and didactic arguments against his approach. Klafki took up this in a new version of his didactics (now with seven questions), the critical-constructive didactics . It is called “constructive” because it no longer only makes suggestions within the framework of given institutional and curricular conditions, but is also supposed to identify, design and test possibilities for improving teaching and learning processes. But it is not a constructivist didactic .

Redefinition of general education

In connection with Johann Amos Comenius (omnes, omnia, omnino) and the Enlightenment , education for Klafki is general education in a threefold sense:

  • for everyone: It is aimed at everyone and leads to the demand for equal opportunities .
  • all-round: The aim is to develop diverse interests and skills. This extends the concept of learning
    • which on the one hand includes cognitive, social and emotional learning and understands this not only in a result and product-oriented manner, but also in a process-oriented manner,
    • which, on the other hand, is not limited to the classic educational canon , but also takes up modern topics in the interests of children and young people. Teaching should pass on the past and present culture and anticipate the future.
  • through the general: Klafki didactically understand this to mean “ key problems of our cultural, social, political and individual existence typical of the epoch ,” which should be dealt with in class.

General education is also understood as an independently developed and personally responsible connection of three basic skills:

  • Self-determination includes one's own and personal life relationships and meanings in the interpersonal, professional, ethical and religious area.
  • Co-determination ability : Each individual should acquire the ability to participate in socio-political conditions and to deal with them responsibly.
  • Ability to show solidarity: the right to self-determination and participation can only be justified if an attempt is made to stand up for the rights of those who do not have these rights.

Achievement of general education through key problems typical of the epoch

In order to achieve general education , education must take place in the medium of the general on the basis of key problems typical of the epoch . These include peace , the environment , interculturality and living in one world, the consequences of technology , democratization , distributive justice and socially produced inequality, equality / human rights , personal relationships and the ability to be happy . They are not complete and changeable.

Education must take place in a variety of ways in all basic dimensions of human interests and abilities. This includes, among other things, the pleasurable, responsible handling of the body, cognitive possibilities, craft-technical possibilities as well as aesthetic perception, design and judgment skills.

With general education, attitudes and skills (competencies) are achieved that go beyond individual key problems and dimensions of interest and ability, such as willingness and ability to criticize including self-criticism, willingness and ability to argue, empathy , i.e. the ability to grasp the points of view and perspectives of others and to respond adequately to these, and thinking in context or "networked thinking". With this, Klafki developed one of the first competence models in the German educational science discussion.

Perspective scheme for lesson planning

As a guideline for the preparation of lessons, Klafki proposes a catalog of seven aspects in Critical-Constructive Didactics, analogous to the five basic didactic questions, which he summarizes in the (preliminary) perspective scheme for lesson planning and adds a condition analysis.

These aspects represent question dimensions which, according to Wolfgang Klafki, must be included or answered in the teaching concept. Answering these questions, however, requires a precise analysis (condition analysis) of the learning group and its individual framework conditions in advance. Among other things, the socio-cultural starting conditions of the learners and teachers and possible difficulties must be taken into account.

The first three aspects are interdependent and are therefore combined into a complex that concerns the justification problem (of the teaching content). Questions 4 and 5 also form a complex and relate to the thematic structuring and demonstrability. Question 6 relates to accessibility and representability, while question 7 concerns methodological structuring.

1st - 3rd Justification problem

The problem of justification relates to the selection of the teaching content intended for the lesson, which is measured against the first three question dimensions (present meaning, future meaning and exemplary meaning). These are all mutually dependent and therefore cannot be determined in order.

  • 1. The meaning of the present: The meaning of the present is understood to mean that when planning lessons the learners' experienced and practiced relationships of meaning from their everyday world must be taken into account. The learning content should ideally be able to be converted directly into options for action.
  • 2. Significance for the future : Since lessons are understood as a process of interaction, the teacher has to ask himself what significance the teaching content has for the future of the students. Due to different social origins, the interests of the learners are undoubtedly extensive, which is why a large-scale reflection or joint discussion (teacher and student) of all potential perspectives is necessary. In this way, meaningful goal-topic relationships can be found.
  • 3. Exemplary meaning: A thematic connection cannot be justified by the significance of the present and future, which is why the exemplary meaning should also be presented: It should be possible to identify more general relationships from the potential topic. Relationships, regularities, structures, contradictions and options for action (e.g. methods) should be derivable. An intellectual examination of a learning objective hierarchy is necessary in order to act didactically systematically and purposefully

4th to 5th Thematic structuring

The second complex deals with the structuring of the topic, the clarification of necessary and possible partial learning goals and the form of demonstrability and verifiability of what has been acquired in the learning process.

  • 4. Thematic structure: Klafki expands the question of the thematic structure by further (sub-) questions, namely the question of the perspective of the preparation of a topic, its usual immanent methodical structure, its possible deep structure, the context or the contextual context and the necessary prior knowledge.
  • 5. Verifiability: Verifiability deals with the examination of the learner's acquisition processes. Here it is analyzed which acquired skills, which knowledge, forms of action, performance “can be used to determine whether the desired learning processes or intermediate steps can be considered successful. The question is not only directed at the teacher, but also at the pupils, as they should be increasingly able to assess their own learning process from the point of view of the established […] objectives ”.

6. Accessibility and displayability

The sixth basic question deals with how the teaching content can be presented. These should clearly be didactically adapted to the teaching group in order to achieve the best possible learning success. To do this, it is very important to re-consider the interests of the learners. These are given conditions of teaching and their possible changes for the purpose of carrying out a planned lesson.

7. Methodical structuring / structuring of the teaching-learning process

The seventh basic question tries to work out a methodical structuring by ascertaining the previous questions. The goal is "a successive sequence of a teaching-learning process", which is to be understood as an interdisciplinary approach: Methods of teaching and learning must not only be used as learning forms and teaching aids that serve the respective topic, but also in their function as stimulators and mediators of social issues Learning processes are thought through and planned for specific use in the classroom.

This is about a general methodization of the teaching concepts that have so far been regarded as successful, which thus represent the basic types of learning processes and their appropriate learning aids.

effect

As an educational reformer and scientist, Klafki has had a lasting influence on educational policy and theory formation. His didactic analysis as the core of lesson preparation has influenced many generations of teachers. Since the end of the 1950s, it has become the predominant guideline for the training of future teaching staff in teacher training courses . In the case of a schematic reception, however, it often flattens into a superficial ritual and loses its critical potential. Klafki's concept aimed at larger contexts such as the analysis of curricula or teaching for a whole year. It is not intended as a guide for planning each individual lesson (“and where did the future meaning come from?”) And should not be misunderstood as a model for lesson planning . Its main achievement is to provide didactic thinking with categories and criteria for socially responsible practice.

Later, Klafki focused his educational theoretical thoughts on the central key problems, which the learners use as examples for the educational content.

On September 1, 2017, a posthumous memorial symposium for Prof. em. Dr. Dr. hc mult. Wolfgang Klafki instead.

Awards

Wolfgang Klafki has received numerous awards for his achievements:

Fonts

Wolfgang Klafki has published well over 400 writings that have been translated into many languages.

  • Categorical education: conception and practice of reform pedagogical school work between 1948 and 1952. Edited and provided with an introduction by Christian Ritzi and Heinz Stübig . Klinkhardt, Bad Heilbrunn 2013, ISBN 978-3-7815-1936-7 (Second state examination thesis , Hanover University of Education , 1952).
  • The pedagogical problem of the elementary and the theory of categorical education (= Göttingen studies on pedagogy. N. F. Heft 6). Beltz, Weinheim / Berlin 1957 (ext. 1963, add . 1964), DNB 480765197 (dissertation University of Göttingen, Philosophical Faculty).
  • Pestalozzi's "Stans Letter". An interpretation. Beltz, Weinheim / Bergstr. 1961, DNB 452428408 .
  • Studies in educational theory and didactics. Beltz, Weinheim / Bergstr. 1963, DNB 452428467 ; in this:
    • First study: education and upbringing in the field of tension between the past, present and future. In: The Collection. 13th year 1958, pp. 448-462.
    • Second study: categorical formation. For the educational theory interpretation of modern didactics. In: Journal for Pedagogy. 5th year 1959, pp. 386-412.
    • Third study: engagement and reflection in the educational process. In: Journal for Pedagogy. February 7, 1962, no. 4, pp. 345-374.
    • Fourth study: the problem of didactics. Extended version from: Hans-Hermann Groothoff, Martin Stallmann: Pedagogical Lexicon. Kreuz-Verlag, Stuttgart 1961, DNB 453034608 .
    • Fifth study: Didactic analysis as the core of lesson preparation. In: The German School. H. 10, 1958, pp. 450-471.
  • with Gerhard Kiel and Johannes Schwerdtfeger: The world of work and business in elementary and high school classes. Quelle & Meyer, Heidelberg 1964 (ext. 1967), DNB 452428394 .
  • Work apprenticeship in the comprehensive school. Beltz, Weinheim / Bergstr. 1968 (ext. 1972), DNB 457213957 .
  • with Adalbert Rang and Hermann Röhrs: Integrated comprehensive school and comprehensive school. Westermann, Braunschweig 1970, DNB 457213973 .
  • Funkkolleg Educational Science. 3 volumes. Weinheim 1971, DNB 456688587 .
  • Aspects of critical-constructive educational science. Beltz, Weinheim / Basel 1976, ISBN 3-407-51104-3 .
  • Problems of a new conception of the didactic analysis. Pedagogical Institute of the State Capital Düsseldorf, 1977, DNB 770642292 .
  • with Gunter Otto and Wolfgang Schulz: Didactics and practice. Beltz, Weinheim / Basel 1977, ISBN 3-407-50064-5 .
  • with Gabriele Grüber, Ursula Scheffer and Peter Huschke: The Marburg primary school project. Contributions to school-related curriculum development and action research. Schroedel, Hanover / Dortmund / Darmstadt / Berlin 1977, ISBN 3-507-00665-0 .
  • School-related curriculum development and action research. Research report of the Marburg primary school project. Beltz, Weinheim / Basel 1982, ISBN 3-407-54111-2 .
  • Theodor Litt's pedagogy . A critical mindfulness. Librarian, Königstein / Ts. 1982, ISBN 3-589-20791-4 .
  • New studies on educational theory and didactics. Contributions to critical-constructive didactics. Beltz, Weinheim / Basel 1985, ext. 1991, ISBN 3-407-34056-7 ; in this:
    • Contours of a new general education concept. In: General education - a multifaceted concept between claim and reality ( Holthausener manuscripts 1/84). Lingen-Holthausen 1984, pp. 7-38 .; only in 1st edition 1985 (19 pages).
    • Basic lines of critical-constructive didactics. Only and for 1st edition 1985 (56 pages).
    • The importance of classical educational theories for a contemporary concept of general education. In: Journal for Pedagogy. 32: 455-476 (1986); from 2nd edition 1991.
    • Basics of a new general education concept. In the center: key problems typical of the epoch. For and from 2nd edition 1991 (39 pages).
    • Basics of critical-constructive didactics. For and from 2nd edition 1991 (56 pages).
    • Exemplary teaching and learning. In: teaching and education. 2 (1983), H. 1, pp. 6-13; from 2nd edition 1991.
    • Theses on the "science orientation" of teaching. In: Pedagogical Review. 38: 79-87 (1984).
    • with H. Stöcker: Inner differentiation of teaching. In: Klafki (1976); Pp. 141-176.
    • Sense and nonsense of the achievement principle in education. In: Sense and nonsense of the performance principle. A symposium. Munich 1974, ISBN 978-3-423-00990-4 , pp. 73-110.
    • For lesson planning in terms of critical-constructive didactics (= school and economy. Special series, no. 9). Published by the North Rhine-Westphalia School / Economy Study Group. Düsseldorf 1980. (22 pp.).
    • For the lesson analysis: Student participation - a fruitful approach and a wasted opportunity. Portrait sketch and didactic assessment of a lesson and its aftermath as well as a follow-up from the teacher's point of view. For and from 2nd edition 1991 (18 pages).
    • Theses on internal school reform - using the example of the comprehensive school. For 1st edition 1985 (18 pages).
  • as ed .: seduction, distancing, disillusionment. Childhood and Adolescence under National Socialism. Autobiographical from an educational point of view. Beltz, Weinheim / Basel 1988, ISBN 3-407-34015-X .
  • Education - Humanity - Democracy. Educational science and schools at the turn of the 21st century. Nine lectures [linguistically slightly corrected in 1993 and some comments added to the typescript of the text version created in 1991, which - expanded by an introduction by the editor - was published in Japanese translation as: Wolfgang Klafki: Erbildung - Humanität - Demokratie. Educational science and schools at the turn of the 21st century. Nine lectures. Single and ed. by Michio Ogasawara. Tokyo 1992]. Marburg 1998 ( uni-marburg.de ).
  • General education in elementary school and the educational mandate of subject teaching. In: R. Lauterbach (Ed.): Focal points of the subject teaching. Kiel 1992, pp. 11-31.
  • Key problems, typical of the epoch. In: Astrid Kaiser (Hrsg.): Lexikon Sachunterricht. Baltmannsweiler 1997.
  • An example of a highly qualified teaching culture. In: Hans Christoph Berg, Theodor Schulze (Hrsg.): Lehrkunstwerkstatt I. Didactics in teaching examples. Luchterhand, Neuwied / Kriftel / Berlin 1997, DNB 949747300 , pp. 13-35.
  • Critical-constructive pedagogy. Origin and future. In: Jürgen Eierdanz, Armin Kremer (Ed.): Neither expected nor wanted - critical educational science and pedagogy in the Federal Republic of Germany at the time of the cold war. Baltmannsweiler 2000, pp. 152-178.
  • School theory, school research and school development in a political and social context. Selected studies. Beltz, Weinheim / Basel 2002, ISBN 3-407-25268-4 .
  • with Johanna-Luise Brockmann: Humanities education and National Socialism. Herman Nohl and his “Göttingen School” 1932–1937. An individual and group biographical, mentality and theoretical history investigation. Beltz, Weinheim / Basel 2002, ISBN 3-407-25250-1 .
  • Independent learning has to be learned! In: Frauke Stübig (ed.): Independent learning in school. Kassel 2003, pp. 19-57.
  • with Hans Christoph Berg : Education and the art of teaching. Joint lecture at the Lucerne Congress 2003 on lesson development ( reprint in the brochure lesson development - on the status of the discussion [PDF; 1.6 MB]), pp. 64-102.
    • Wolfgang Klafki: General education today. Sense dimensions of a present- and future-oriented educational concept. 4. Lecture, pp. 64-78.
    • Hans Christoph Berg: The art of teaching and teaching development. Through collegial teaching arts workshops to the school’s own teaching repertoire. 5th Lecture, pp. 79-102.
  • with Karl-Heinz Braun : Paths of educational thinking. An autobiographical and educational dialogue. Reinhardt, Munich / Basel 2007, ISBN 978-3-497-01946-5 .

literature

  • Karl-Heinz Arnold , Barbara Koch-Priewe , Susanne Lin-Klitzing : Obituary for Wolfgang Klafki. In: Educational Science. Volume 27, No. 53, 2016, ISSN  0938-5363 , pp. 141–143.
  • Chi-Hua Chu: From categorical to politically oriented education. Studies on the theory of education by Wolfgang Klafki. Tübingen, Dissertation 2002, DNB 965385949 ( uni-tuebingen.de ).
  • Astrid Kaiser : An educator in the best sense of the word. Wolfgang Klafki as a teacher. In: Elementary School. Vol. 29, H. 9, 1997, pp. 64-65.
  • Astrid Kaiser: Wolfgang Klafki on his 80th birthday. In: PÄD forum. 35, H. 5, 2007, pp. 305-306.
  • Barbara Koch-Priewe: Subject teaching projects of the Marburg elementary school project (1972–1979). In: A. Kaiser, D. Pech: History and historical conceptions of subject teaching. Baltmannsweiler 2004, pp. 179-185.
  • Barbara Koch-Priewe, Frauke Stübig, Karl H. Arnold (eds.): The potential of general didactics. Opinions from the perspective of educational theory by Wolfgang Klafki. Beltz, Weinheim / Basel 2007, ISBN 978-3-407-32079-7 .
  • Susanne Lin-Klitzing , Karl-Heinz Arnold: Wolfgang Klafki: General Didaktik. Subject didactics. Policy advice: Contributions to the Marburg Memorial Symposium. Klinkhardt, Bad Heilbrunn 2019, ISBN 978-3-7815-2330-2 .
  • Meinert A. Meyer, Hilbert Meyer : Wolfgang Klafki: Didactics for the 21st Century? Beltz, Weinheim / Basel 2007, ISBN 978-3-407-25461-0 .
  • Frauke Stübig (Ed.): The school of the future is taking shape. Held and angry speeches on the occasion of the honorary doctorates of Hartmut von Hentig and Wolfgang Klafki at the University of Kassel on May 5, 2004. University of Kassel 2005, ISBN 3-89958-109-1 .
  • Heinz Stübig , Madeleine Kinsella: Bibliography Wolfgang Klafki. Directory of publications and supervised university publications 1952–2007 (= inventory directories on the history of education. 13). Library for Research on Educational History of the German Institute for International Educational Research, Berlin 2008, ISBN 978-3-88494-245-1 , urn : nbn: de: 0111-pedocs-40822 .

Web links

Individual evidence

  1. ↑ We mourn Wolfgang Klafki. GGG - Non-Profit Comprehensive School, September 1, 2016.
  2. ↑ Personnel sheet Adolf Klafki , in: Personnel sheet for teachers of high schools in Prussia. DIPF / BBF Library for Research on the History of Education, accessed on December 15, 2016.
  3. ↑ a b c d e Cf. Stübig in Stübig / Kinsella (2008), available online (current 2014), pp. 9-10.
  4. ↑ See Stübig / Kinsella (2008), viewable online (current 2014), pp. 157–174.
  5. ↑ A tribute to Wolfgang Klafki's 80th birthday. In: uni-marburg.de, accessed on January 29, 2020.
  6. ↑ BdWi mourns the loss of Prof. Dr. Wolfgang Klafki (1927-2016). In: bdwi.de. Retrieved June 3, 2018 .
  7. ↑ Meinert A. Meyer, Hilbert Meyer : Wolfgang Klafki: A Didactic for the 21st Century? Beltz, Weinheim 2007, ISBN 978-3-407-25461-0 , pp. 107 ff .
  8. ↑ Klafki (2007): Educational theory didactics in the context of critical-constructive educational science.
  9. ↑ Klafki (2007): Eighth Study - For lesson planning in terms of critical-constructive didactics. P. 281.
  10. ↑ Klafki (2007): Educational theory didactics in the context of critical-constructive educational science. P. 30.
  11. ↑ Memorial symposium for Prof. em. Dr. Dr. hc mult. Wolfgang Klafki with podcast recordings - Philipps University of Marburg, September 1, 2017.
  12. ↑ See Stübig in Stübig / Kinsella (2008), available online (current 2014), p. 13.
  13. ↑ Jörg Feuck (Communication TU Darmstadt): Exemplary in youth welfare - Hans-Jochen Gamm (TU Darmstadt) and Wolfgang Klafki (University of Marburg) receive the Comenius Prize. In: Information Service Science . October 1, 2010, accessed October 11, 2010.
  14. ↑ List of honorary members of the DGFE.
  15. ↑ publisher information
personal data
SURNAME Klafki, Wolfgang
BRIEF DESCRIPTION German educationalist and university professor
DATE OF BIRTH September 1, 1927
PLACE OF BIRTH Angerburg , East Prussia
DATE OF DEATH August 24, 2016
Place of death Marburg