Elisabeth Schliebe-Lippert

Elisabeth Schliebe-Lippert (born November 22, 1898 in Kaiserslautern , † June 8, 1993 in Wiesbaden-Dotzheim ) was a German psychologist, child and youth literature researcher and (senior) school ministerial advisor in Hesse .

Live and act

Elisabetha Lippert, called Elisabeth, grew up in a Catholic family. Due to the professional situation of the father, he was a craftsman, the family had to move twice, first to Chemnitz, then to Leipzig. She graduated from the women's vocational school and then worked as a teacher. But Elisabeth Lippert aspired to an academic career. As a result, she passed the elective and Latin exams. In addition, she studied at the University of Leipzig from 1921. Elisabeth Lippert received her doctorate there in May 1928 under Friedrich Sander . The subject of her dissertation, published in 1930, was: Sensitivity to differences in motor form of the arm . Your scientific work is a typical example of exploration experiments that predominated in psychology during his time .

After completing her doctorate, Elisabeth Lippert taught until 1929 at the women's seminar in Leipzig , founded by Henriette Goldschmidt and directed by Johannes Prüfer . She then worked as an assistant at the Institute for Experimental Psychology and Education at the University of Gießen and part-time at the Fröbelseminar of the Alice School Association , which among other things trained kindergarten teachers. In 1932 Elisabeth Lippert took over the position of director at the municipal women's labor school in Mainz and completed her habilitation a few months later at the Giessen University.

In 1935 Elisabeth Lippert married the psychologist Georg Schliebe. As a result, she had to give up her position as a private lecturer at the University of Giessen, in accordance with civil servant celibacy . Since February 1934 she was a member of the National Socialist teachers' association . At the 14th congress of the German Society for Psychology in Tübingen in 1934, she confidently represented the ideas of National Socialism: "The new German youth movement, embodied in the Hitler Youth ... the oppositional negation of the liberalist-democratic worldview. This up to hostility and Opposition, which has risen to the point of hatred, is opposed to the passionate affirmation of the National Socialist worldview. "

After 1945, Schliebe-Lippert held a responsible position in teacher training until her retirement, most recently as a ministerial advisor to the Hessian Minister for Education and Public Education (Teacher Education Department). She also taught at the University of Mainz. As early as 1951, Schliebe-Lippert recognized the need for a school psychologist and arranged for the first teaching assignment for sex education. Furthermore, she dealt with issues of young reader psychology very early in her scientific career . She designed a developmental psychological phase model, which she divided into an extra-aesthetic (age 2 to 13) and a literary aesthetic (age 14 to 20) reading development. In doing so, she viewed aesthetic development as "part of human development as a whole". In their opinion, “preconscious aesthetic primal experiences” become visible in literary development. The pre-form of primordial behavior postulated by her . which begins very early, sometimes as early as the first year of life, is not the product of an upbringing “but rather is given to the person or goes directly into him”. There are certainly differences in talent. An aesthetically fulfilled environment promotes the “primal experiences given”, while an amusical environment “can leave them undeveloped or underdeveloped in the child”. The scientist assigned the relevant literary genres to the typical development stage in each case. B. the 1st level (2nd to 5th year of life) the picture book, fairy tale, song and prayer, the 2nd level (6th to 8th year of life), the fairy tale, the legend, animal story or the children's song.

Fonts

• The reading material of pre-pubescent girls. Erfurt 1931.
• The female prepubescence in the mirror of the Backfischbuch. Erfurt 1934.
• Course of development of literary aesthetic experience. Erfurt 1934.
• (together with her husband): Developmental breaks in upper school age. Munich 1940.
• Reading problems of children and young people in the world. Wiesbaden 1947.
• Youth of the present. Frankfurt am Main 1947.
• The human being as a reader. Course of development of literary aesthetic experience. In: Else Schmücker (Ed.): Encounter with the book. Ratingen 1950, pp. 47-59.
• Teacher training. Wiesbaden 1952.
• Vocational teacher training at scientific universities. Darmstadt 1960.
• Home economics education in the Federal Republic of Germany. Bonn 1966.

literature

• Manfred Berger : Elisabeth Schliebe-Lippert. In: Kurt Franz (Hrsg.): Children and youth literature: A lexicon. Meitingen 1995 ff., 14th edition. 2002, pp. 1-10.
• Dagmar Klein: Women in Giessen History. 52 biographies and socio-cultural backgrounds. Goissen 1997.
• Marlen-Susann van Bergè: Elisabeth Schliebe-Lippert. Life and work of one of the first women to qualify as a professor in Germany. Munich 2010 (unpublished master's thesis).

Web links

• Dagmar Klein: A right to education - also for women. (PDF; 379 kB) on: geb.uni-giessen.de , p. 35.

Individual evidence

1. ↑ http://www.aliceschule-giessen.de/
2. ↑ Georg Schliebe (1901–1971) was assistant to Gerhard Pfahler at the University of Gießen, from 1935 lecturer at the University for Teacher Training in Elbing . During the time of National Socialism, he dealt in particular with questions of hereditary character studies and the concept of folkish youth studies .
3. ^ Message from the Federal Archives Berlin-Lichterfelde dated November 1, 2011 to the author
4. ↑ Elisabeth Lippert: On the psychology of the leader in the old and in the new German youth movement, in: Journal for educational psychology and youth studies. Born 1934, No. 7/8, pp. 249-266
5. ↑ Schliebe-Lippert 1950, p. 51.
6. ↑ Schliebe-Lippert 1950, p. 52.
7. ↑ Bergè 2010, p. 66.
8. ↑ cf. Bergé 2010, pp. 67-98.