Educational authority
As education authorities institutions and individuals are referred to in general terms that in another Group education exercise. As an important educational authority in the Western world today z. B. named the parental home and school . In addition, numerous other educational institutions - especially internationally and historically - are described. Here, however, a conceptual distinction is often not made correctly between educational institutions , practice-related facilities such as schools, churches or kindergartens, and educational institutions , legally superior decision-makers with authority to issue instructions.
Theoretical background
As Wolfgang Sünkel has shown, among others, education is a mediated process that differs from first-hand learning in that it involves educators .
However, not every mediating process can be classified as education; As Wolfgang Brezinka has shown, only such teaching fulfills the criteria for defining upbringing that follows norms of upbringing that can by definition only occur in social systems . In this respect, educators are always organized in parenting bodies .
Parenting responsibility
Parents, other family members, tribal members or professional educators and teachers can be directly responsible for upbringing, depending on the culture .
Since parents without the appropriate previous education quickly reach the limits of their educational skills in the face of the complicated and complex requirements and dangers of modern society, their contribution to upbringing is now usually limited to elementary upbringing. The further, more demanding upbringing and educational events are then decisively determined by specialists from the state educational institutions who are qualified for this through training and examinations. As early as 1919, the Weimar Constitution stipulated compulsory schooling for the whole of Germany, which was intended to ensure adequate upbringing and education for all children and young people. Administrative institutions were created as the highest level, which, depending on the time and state, were designated as the Ministry of Education, the Reich Ministry of Education , the Ministry of Culture or the Ministry of Science . To this day, they bear the main responsibility for an optimal upbringing and education that is accessible to all children and young people according to their abilities.
Educational authorities and skills
The born educator is a catchphrase created by the reform pedagogue Eduard Spranger in 1958. The phrase invented as a mental image is still used today in the sense of an admiring characterization of an exceptional educator who is ascribed a special talent for education.
The task of upbringing is initially the responsibility of the parents or legal guardians. At the institutional level, as a state educational mandate, it is followed by upbringing, which is usually associated with teaching and the competent introduction to the necessary cultural techniques of society by professionally trained educators and teachers who, ideally, are qualified on a scientific basis and with well-founded didactic knowledge.
parents
Parents are neither naturally predestined nor trained educators, but through conception and birth have legally come into the role of caring for and educating their offspring. You have to find your way around it and in the event of serious misconduct you will even be held responsible. As a rule, however, their educator knowledge only results from memories of their own upbringing or from the usual practices in their social environment. In the intensified self-discovery phase of puberty, many young people slip away from their parents' ideas of upbringing and often leave their parents helpless. A steadily growing so-called advice literature, often written by parents for parents, tries to help with the more frequent problems with upbringing. Comparable to patient guides in the medical field, the educational guides provide parents with an easily understandable, simplified presentation of the information that is important to them, largely unencumbered by specialist terminology. According to Felix von Cube, both the opportunity and the problem of parental upbringing are emotional closeness and close relationships, which can tarnish the necessary objectivity or action, for example according to the pedagogical guideline “Demand instead of spoil”.
Peer groups
From puberty onwards, peer groups , the social groupings of people of the same age, increasingly influence the educational process both functionally and intentionally. They often have a greater influence on the development of young people than the parents' generation and are therefore of great importance in the form of so-called peer group education in particularly difficult educational fields such as health education , traffic education or sex education .
They have a functional effect in that they essentially determine the coexistence and habits, interests, behavior and values of young people. They work intentionally by influencing the character formation and the code of conduct of the group members in a targeted manner - for example through initiation rituals such as tests of courage . From puberty onwards, the influence of the peer group increasingly comes into competition with the parental upbringing, which up until then was mostly accepted without contradiction.
The influence of the peer group arises from the similar mentality and the voluntary devotion of the young people to their respective cliques. The dangers result from their independent, often uncontrolled value orientation.
Trained educators
Trained educators such as childhood educators or teachers have made teaching and educating their profession. For this purpose, they go through years of training in theory and practice in a multi-phase teacher training program, whereby they must qualify and identify themselves through state-prescribed exams, so-called state exams . In contrast to the parents, they gain experience with numerous children and adolescents of various ages, also in educational associations that function in a dynamic manner, such as class communities. Since they do not focus on their own children and are therefore relatively independent of personal concern and wishful thinking and have a greater overview of the different developments and learning states of the children entrusted to them, they can develop more objective standards of comparison. Professional educators must be able to work through the demanding scientific specialist literature and implement the didactic alternatives learned in practical education. You will thus achieve the best possible level of competence in the field of education. Too large and too inhomogeneous class groups are also counterproductive for the competent educator , which can make a high-quality, individuality-appropriate education difficult or even prevent despite better knowledge. A lack of compliance is also counterproductive if parents do not cooperate or even counteract the school education measures.
See also
Individual evidence
- ^ Karin Siebertz-Reckzeh, Hubert Hofmann: Socialization instance school. Between educational mandate and knowledge transfer . In: Martin KW Schweer (Hrsg.): Teacher-student interaction. Content fields, research perspectives and methodological approaches . 3. Edition. Springer, Wiesbaden 2017, ISBN 978-3-658-15082-2 , pp. 5 ( limited preview in Google Book search).
- ^ Education concept and education relationship (= general theory of education . Volume 1 ). Juventa, Weinheim 2010, ISBN 978-3-7799-1269-9 .
- ↑ Wolfgang Brezinka: Metatheorie of education. An introduction to the basics of educational science, the philosophy of education and practical pedagogy . Reinhardt, Munich 1978, ISBN 978-3-497-00846-9 .
- ↑ Article 145 ff of the Weimar Constitution
- ↑ Eduard Spranger: The born educator. Quelle & Meyer, Heidelberg 1958
- ↑ Rita Klussmann: The idea of the educator in Eduard Spranger against the background of his educational and cultural understanding (= European university publications. Series 11: Pedagogy. Volume 217). Frankfurt am Main 1984
- ↑ Article 6, Paragraph 2 of the Basic Law
- ↑ Article 7 (1) GG
- ↑ Heribert Ostendorf: The criminal liability of parents due to violation of the duty of care and upbringing - A crime preventive study . Nomos-Verlag, Baden-Baden 1999
- ↑ see list of successful parenting guides and education books
- ↑ z. B. Andreas Dutschmann: Conflict resolution training for parents and educators (KLT). Verlag modern learning, Dortmund 2005
- ↑ Felix von Cube: Demanding instead of pampering - the findings of behavioral biology in education . Piper, Munich 1986
- ↑ Marius Harring, Oliver Böhm-Kasper, Carsten Rohlfs and Christian Palentien: Peers as educational and socialization instances - an introduction to the subject . In: Mariua Harring u. a .: (Ed.): Friendships, cliques and youth cultures, peers as educational and socialization institutions . VS-Verlag, Wiesbaden 2010
- ↑ a b Christine Freitag: Teacher training between specialist science, specialist didactics and general didactics. In: H. Macha, C. Solzbacher (ed.): What knowledge do teachers need? Teacher training from a pedagogical point of view . Bad Heilbrunn 2002, pp. 205-214
- ↑ Po Bronson, Ashley Merryman: 10 Shocking Truths About Upbringing. What an hour's sleep has to do with ADD, why you shouldn't praise your child, and why a particularly well-intentioned upbringing doesn't produce “angels” . (Original title: Nurture Shock). Riemann Verlag, 2010