Enculturation pedagogy
Enculturation pedagogy describes the conscious controlled education as an offer of help for the process of enculturation of young adolescents before the phase of adolescence .
In this sense it is synonymous with acculturation . Enculturation, on the other hand, describes the unconscious, uncontrolled socialization in the respective culture of an unaffected and culturally free newborn to become a culturally integrated adult. The basic thesis is that this enculturation is difficult or error-prone without help and therefore considers "education as enculturation aid" in the phase from the newborn or toddler age . So enculturation pedagogy wants to support adolescents in enculturation and help them to find a place in society .
Enculturation pedagogy has two priorities: First, adaptation in the form of integration , assimilation and acculturation. The opinion here is that, in order to find your way around a system, you need to know about the behavior and requirements in it. People who are already familiar with the system help “newbies”, “strangers”, “educationally disadvantaged groups” or “foreigners”. In addition, it is about conveying cultural content that is instrumentalized for educational purposes and thus passed on through inculturation .
aims
The aim of enculturation pedagogy is that people, by teaching them cognitive , instrumental and emotional- affective education, can cope better with the world and adapt better. Enculturation pedagogy is about imparting and increasing culture-related knowledge , promoting culturally wanted talents and culture-specific desired skills.
Tools
Methods
Enculturation education places learning on the basis of experience at its center. Generally there is a prepared initial situation that is linked to an everyday experience. Based on the perception of this experience, a contact, an action with the learning material should be motivated. Through this contact, the action, matter is internalized. After internalization, what you have learned can now be transferred to similar situations.
In enculturation pedagogy, teaching should take place on different learning dimensions : on the cognitive, instrumental, emotional-affective, social and ethical . It should be mentioned that the socio-ethical dimension plays a subordinate role in enculturation education.
The methods of enculturation education are also divided into cognitive, instrumental, emotional-affective and socio-ethical.
In addition, didactic analysis is an important planning tool in enculturation education. It operationalizes the learning content, divides it into target group-specific motivating learning steps and is based on development-related learning phases. It is structured as follows:
- Analysis: Recruitment of the target group, definition of learning objectives, methods, means, techniques, ...
- Construction: Implementation of the learning situation, the previously drawn up plan is important
- Reflection: Examination of the learning objectives, effectiveness, quality assurance.
medium
A distinction is made between receptive and creative means as well as exercises. With all means, the complex learning content is reduced to the perceptible and conveyed:
- Receptive means: tie in with an everyday experience. They are verbal , acoustic , visual means such as examples, stories, cases, films, ...
- creative means: encourage contact and action. There are play materials of all kinds. The Montessori materials are particularly well known .
- Exercises: For example, role play .
techniques
Media of all kinds are used as techniques in order to allow the educational ideas to be incorporated into the personal culture of the client, and are accordingly individually adapted. In addition, the learning situations, e.g. B. through appropriate room design, aesthetically or culturally sensitive supported (e.g. hanging of crucifixes for Muslim clients).
Organizational forms
Enculturation pedagogy is mainly used in educational institutions : in schools , universities , kindergartens , seminars , in adult education , with homework supervision, etc.
Theoretical background
Enculturation pedagogy draws on the related sciences of didactics , methodology , learning psychology and anthropology .
The didactics researches the transcription problems of enculturation pedagogy, researches and discusses what and why should be learned. The methodology, however, takes care of the how and for whom. In the context of didactics, curriculum research plays a major role. Here, the specific learning content for various educational institutions is researched. It is influenced by the political focus.
Learning psychology explores the learning and forgetting of individuals: if you know how someone learns, then you can also create optimal conditions for learning. Learning psychology is the basis for numerous learning theories that create transformation systems through cognitive, instrumental, emotional-affective and social-ethical categories , taking into account the anthropological and sociological requirements.
View of people and the world
The ideal behind enculturation pedagogy is the knowing, rational, educated person. It is the person who is adaptable and in need, as well as capable and in need of learning, and who believes in eternal positive progress throughout his life . The world as it is is seen as "the best of all worlds".
criticism
Despite the many positive aspects, enculturation education has received a lot of criticism.
Enculturation pedagogy wants integration, but by concentrating on knowledge, assimilation to the performance society is often required, in which less educated and talented people fall out of the ordinary. Instead of integration, exclusion is promoted.
In addition, the learners have no say in what they learn. The contents are determined over their heads, they are manipulated , as it were .
In addition, especially in the consumer society, the focus is increasingly being placed on the perfect presentation of the learning content and less on the content itself. The particular danger with good shows is that learners only let themselves be sprinkled and, if there is no impulse to do so, there is no critical reflection .
It is also to be criticized that although the cognitive, instrumental and emotional-affective skills, which can also be tested well at school, are well promoted, the social and ethical learning dimension is more of an alibi function and quickly falls by the wayside .
Individual evidence
- ↑ C. Callo: Models of the concept of education. Introduction to educational thinking. Oldenbourg, Munich a. a. 2002, ISBN 3-486-25886-9 , p. 63.