Enablement didactics

The enabling teaching is a form of teaching , based on the principles of self-determination and self-control is based and Rolf Arnold was coined. It assumes that a learning process in others cannot be generated by the lecturer from outside; the lecturer can only enable the internal learning process through the appropriate framework conditions . A comparable approach is the interactionist-constructivist didactics by Kersten Reich .

Principles

Against a constructivist background, enabling didactics assumes that knowledge cannot be generated. Here it distinguishes itself from production didactic approaches and teaching theories, since it assumes that the same guidelines and the same behavior produce different effects for different learners.

According to the enabling didactics, there are no regularities for didactic action that is conducive to learning, rather educational processes are made possible. A participant orientation alone is not enough, but more freedom must be made possible. The central concern of enabling didactics is to create opportunities for learning processes in self-organization - the teacher becomes the facilitator and thus the designer of adequate framework conditions and learning arrangements. Learning is understood as a process of active acquisition and not as the absorption of instructive knowledge transfer. From the teacher's point of view, the sustainable development of skills is at best possible. The learning process should be self-directed and not controlled by others.

For enabling didactics, the essential task in teaching-learning processes is the provision of diverse offers to initiate learning processes for self-development of problem areas, i.e. H. to build up an individual mental representation (cf. constructivism (learning psychology) ). This appropriation theory of learning prioritizes the development of methodological and self-discovery skills. It is based on reflexive competencies and understands knowledge not only as knowing data, but also of processes and contexts. This kind of knowledge approaches the concept of competence . The subject-related concept of competence includes not only technical knowledge and ability, but also additional skills such as methodological thinking and problem-solving skills.

Individual evidence

1. ↑ Info letter Pedagogical Lexicon ( Memento of the original of September 28, 2007 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. 
2. ↑ Definition in Euler: Wirtschaftsdidaktik ( Memento of the original from October 30, 2007 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. 

literature

• Arnold, Pätzold, Schulpädagogik, 1999, p. 49
• Arnold, Learning Culture Change and Enabling Didactics, 2003, p. 23ff.
• Arnold, From further training to competence development, 1997, p. 253