Eiko Juergens

Eiko Jürgens (born May 30, 1949 in Aurich , East Friesland ) is a full professor for school education at Bielefeld University and was a teacher for all general education schools in the state of Bremen until 1992. His work focuses on educational diagnostics, school and teaching research, school theory and general didactics .

Educational concept of achievement of the school

Jürgens advocates a pedagogical concept of performance in schools. Although this is characterized by the preparation of the students for the performance society, it differs significantly from the socially mostly economically shaped performance principle. Jürgens' pedagogical concept of performance is largely based on the following guiding principles (see Jürgens, 2005):

• Performance is norm and purpose related
  • The existence of specific norms is an indispensable condition in order to be able to decide whether a behavior or action result will be rewarded as an achievement or not
  • It must be clarified what should be done, why and for what
  • Standardized performance goals leave little room for personal activity, independence and creativity. Self-determination of the performance goals means that the students are given the opportunity to independently co-determine the what and how of a possible performance in decision-making processes.

• Performance is due to the system and the environment
  • Society-related environmental factors have a significant influence on school performance
  • School cannot presuppose adequate talent for the learning and performance requirements it sets, but must organize school learning in such a way that talent can be developed.
  • Challenge manifestos as well as latent talents of the students
• Performance is product and process-oriented
  • Learning outcome ↔ process of acquisition: Achievements have to be measured and assessed by determining which knowledge is available and which skills have been acquired
  • Pupils perform not only when the increase in knowledge, skills, abilities and knowledge are checked in class work and tests, but also while dealing with the subject matter
  • The conditions and processes of the achievement of school performance must also be taken into account
• Achievement is individual and social learning
  • Education for willingness to learn and perform: Proof of knowledge and ability ↔ learning the ability to apply knowledge and ability independently and responsibly in social, emotional and cognitive action and learning processes
  • Individualize learning needs: adapt performance requirements to individual learning opportunities
  • The educational concept of performance must adjust to the tension between individual performance and joint performance provided in cooperation with others
  • Social forms such as partner and group work; student-oriented teaching methods such as free work, weekly schedule teaching, project teaching
• Achievement is problem-motivated and diverse learning
  • Lessons allow receptive, reproductive performance to be performed, but neglects performance such as creativity, productivity, conflict resolution, cooperation, ...
  • Education must take into account the living environment and action, strengthen the students' independence
  • “Linking mental and manual work”: Do not limit yourself to conveying and passing on historical experiences in an abstract, verbal-cognitively dominated lesson, but create learning environments that enable and challenge independent, initiative and personal activity

Publications

• Eiko Jürgens: Certificates without grades: A way to differentiated performance education. Westermann Schulverlag. Braunschweig 1999, ISBN 3-14-162033-4 .
• Eiko Jürgens: Achievement and assessment in school . Academia Verlag, Sankt Augustin 2005, ISBN 3-89665-361-X (7th edition. Academia Verlag, Sankt Augustin 2010. An introduction to performance and evaluation issues from an educational perspective).

• Eiko Jürgens, Werner Sacher: Performance education and pedagogical diagnostics in schools - basics and suggestions for practice . Kohlhammer, Stuttgart 2008, ISBN 978-3-17-020147-7 .

• Eiko Jürgens, Marius Diekmann: Effectiveness and sustainability of tutoring: illustrated using the example of the study group . Peter Lang, Frankfurt am Main a. a. 2007, ISBN 978-3-631-56765-4 .
• Eiko Jürgens, Susanne Miller: Inequality in Society and Inequality in School. An interdisciplinary view of inclusion and exclusion processes. In: joint editing with Susanne Miller. Beltz, Weinheim and Basel 2013, ISBN 978-3-7799-2806-5 . (beltz.de)
• Eiko Jürgens: Plan, design and evaluate lessons. (in KO authorship with Jutta Standop). Klinkhardt (UTB), Bad Heilbrunn 2015, ISBN 978-3-8252-4336-4 .

Web links

• Eiko Jürgens on the website of the University of Bielefeld
• Literature by and about Eiko Jürgens in the catalog of the German National Library