Means of education

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As a means of education is referred to in the education actions and situations that are run by a parent or person brought to at a young person - ideally as part of a method of education - to an educational goal to work. Educational concepts and styles can determine preferences for certain means of education and for certain methods of education.

Wolfgang Brezinka speaks of a child's personality state desired by the educator (target state, ideal), which is to be achieved. Brezinka describes this goal as the purpose for which certain actions of the educator (educational means) should be planned, demanded or initiated. He calls the actions to achieve the goal education. But the purpose must be clear before the means of education can be chosen. Most of the terms means, means of education, means of education and method would be used.

“[The aim is] to change the dispositional structure of another person (interpreted as promotion, improvement, perfection or healing) according to an ideal set for him. Only if one understood and interpreted the objective process of change in the dispositional structure of educators [...] [...] under education [...] would it make sense to describe the actions [...] as a means of education. "

The Brockhaus psychology defines means of education as a means to interact with the parents on children and adolescents try to ensure the achievement of the goals. In this context, the role model behavior of the educator also plays a role in modern western societies. The authors also point out that the use of educational resources should be appropriate so that the child is not mentally or physically overwhelmed. Encouragement is more beneficial than punishment.

Terms for means of education

It must be clear that the different expressions (means of education) are used by different authors in different contexts. So they do not have to be congruent in their meaning. However, different terms can be used with the same meaning: e.g. B. Method and Procedure . Further terms for means of education : type of education, type of education, manner of education, method of teaching, form of education, educational method, educational influence, educational measure, artifices of education , etc.

Brezinka finds the wide variety of expressions used for educational means confusing; He calls the attempts to structure the wide range of different educational tools (see below) even more confusing. Nevertheless, he calls the doctrine of the means of education the core of the educational theory .

Delimitation of the term educational means

Educational methods have a higher degree of organization than educational tools and align educational tools to specific educational goals in accordance with educational norms . Parenting methods are usually taken from different systems : Eg parenting style concept.

An example of a parenting method is the time-out technique , in which an aggressive child is forcibly isolated from other people in a quiet place for a limited time. Unlike educational means such as For example, when standing in a corner , the time-out technique does not aim to punish or humiliate the child, but rather to eliminate potential stimuli.

The educational norm that is taken into account with this method (the purpose on which the method is oriented) consists in the educational insight that the person to be educated will avoid or reduce aggressive behavior in the future that is inadequate in a social situation.

Viewpoints for a Theory of Educational Means

Wolfgang Brezinka names a few (selected) points of view that should play a role in a theory of the means of education:

  • There are unintended effects and harmful side effects of educational resources. Johann Friedrich Herbart believes that among many means there is often only one that is usable.
  • There is no educational tool that can be used for all purposes.
  • But one means could serve several purposes.
  • Some remedies also seem to be interchangeable with each other.
  • For a (complex) effect, the coordination of various means is often obvious or advisable.
  • One and the same remedy can have different effects on different children / adolescents.
  • The latter can also mean: When using the resources, attention must be paid to the individuality of the person to be educated.
  • An end-means doctrine can never be valid for all times and societies. Any practical pedagogy can only relate to a specific section of history.
  • The effectiveness of an educational tool can only be determined in principle through experience and / or investigation.
  • Different purposes require different means.
  • In past and present pedagogy the same thing has remained: It is clearer what one should avoid when using certain means than what one should use to achieve a purpose.
  • In addition to the direct actions that one takes to achieve a purpose, what matters is the indirect actions that play a role in certain situations.
  • For no end there is only one means that leads to success with great certainty.
  • "It is impossible to come to a complete understanding of the causal relationships that are relevant in individual cases for the emergence of all those dispositions [...] which are intended by the educators."

Examples of educational tools

In the educational literature, the following educational tools are described or used in educational practice:

The large selection of educational resources is not necessarily helpful in shaping everyday parenting, because a convincing system of these possibilities of action that enabled an orderly approach has so far been missing. Wolfgang Brezinka also makes this clear in his criticism. This could mean, among other things, that there is hardly any structure in which the above-mentioned specific educational means could be classified in such a way that one could present a fairly well-ordered overall picture of the educational means in order to apply and evaluate them appropriately. (See also: systematics )

The educator Erich E. Geißler sees a dependency on the effectiveness of the educational means: on the one hand on the authority of the educator and on the other hand on the child's obedience. A more modern formulation of this state of affairs would be likely: The effects of the means of education depend on the relationship between the educator and the person to be educated.

"So a praise or a rebuke becomes the more meaningless, the less authority the person praising or rebuking has, a regulated work process the less likely the less obedience the student has."

Systematics of the means of education or the behavior of the educator

In 1950, Ferdinand Birnbaum differentiated - according to the different functions of educational tools - between developmental, distracting, retreating and diverting educational tools. Paul Hastenteufel found this system inadequate and in 1980 presented a system that differentiates between seven different sets of measures.

Notwithstanding this, Justin Aronfreed and Martin Hoffman differentiated between two categories: induction and sensitization. Induction techniques aim to help the child internalize the educational intent and are based on means such as reasoning, education and appeals to the child's pride. Sensitization ( English sensitization ) - z. B. Corporal punishment and censure - on the other hand, aims to raise the child's awareness of possible punishments; Children raised in this way are often more aggressive than others, but suffer less pain of conscience.

In the years before 2000, a popular assignment of all parenting behavior was what Reinhard and Anne-Marie Tausch called the type concept (of childcare behavior ). In this concept there are three different behavioral concepts of the educator:

  • Type concept autocratic: It is characterized by a high degree of control and guidance and a high degree of emotional coldness, disdain or aversion.
  • Laisser-faire type concept: It is characterized by little guidance, little / no disdain or appreciation.
  • Type concept socially integrative: A high degree of affection and appreciation is granted - and a medium degree of control.

Educator behavior can essentially be assigned to these type concepts. Reinhard and Anne-Marie Tausch (1971), however, consider the dimensional concept , in which educator behavior is assigned to selected dimensions, to be more productive. These are:

  • Dimension steering-conducting
  • Appreciation-warmth-affection dimension .

With the assignment of the educator behavior to dimensions, the effects of the different behaviors on the child or on the adolescent can be better predicted. The assignment itself is also easier in the dimension concept than in the type concept (see above).

See also

literature

Individual evidence

  1. ↑ Hartwig Schröder: Didactic dictionary . Dictionary of technical terms from "image didactics" to "draft horse effect". 3. Edition. Oldenbourg, Munich / Vienna 2001, ISBN 3-486-25787-0 , p. 98 ( limited online version in Google Book Search). Wolfgang Brezinka: educational measures, educational means, educational success . 3. Edition. Ernst Reinhard, Munich / Basel 1995, ISBN 3-497-01342-0 , p.
     238-241 . Horst-Joachim Rahn : Small dictionary for education . For parents, teachers, trainers and educators. Norderstedt, Books on Demand 2014, ISBN 978-3-7357-9596-0 , pp.
     32 ( limited online version in Google Book search).
  2. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 122 f .
  3. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 106 : "[Purpose] originally means the point that the shooter wants to hit"
  4. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 123 f .
  5. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 127 ff .
  6. ↑ The Brockhaus. Psychology. Feeling, understanding, thinking and behavior . 2nd Edition. FA Brockhaus, Mannheim / Leipzig 2009, ISBN 978-3-7653-0592-4 , pp. 152 .
  7. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 124 .
  8. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 126 .
  9. ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology . 6th supplemented edition. Psychology Publishing House Dr. CJ Hogrefe, Göttingen 1971.
  10. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 130 ff .
  11. ^ Johann Friedrich Herbart: Pedagogical writings . 3 volumes, (1913, 1914, 1919). Osterwieck. Quoted by: Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 .
  12. ↑ Joachim Heinrich Campe : About the earliest formation of young children's souls in the first and second years of childhood . In: General revision of the entire school and education system . tape 2 . Bohn, Hamburg 1785, p. 3-296 .
  13. ↑ a b Herbart: Pedagogical writings. Volume 1. 1913, p. 134.
  14. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 132 .
  15. ^ Herbart: Pedagogical writings. Volume 2. 1914, p. 203; see also other authors such as Eduard Spranger : The law of unwanted side effects in education . Quelle & Meyer, Heidelberg 1962, DNB  454800215 , p. 37 .
  16. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 133 .
  17. ^ Theodor Waitz : General pedagogy and smaller pedagogical writings . Ed .: Otto Willmann . 4th edition. Vieweg, Braunschweig 1898, OCLC 252063463 , p. 18 .
  18. ^ Friedrich Schleiermacher : Pedagogical writings . Küpper, Düsseldorf 1957, p. 22nd ff .
  19. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 133 f .
  20. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 135 .
  21. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 137 .
  22. ↑ Wolfgang Brezinka: Educational goals, educational means, educational success (=  university paperbacks . Volume 548 ). Ernst Reinhardt, Munich / Basel 1976, ISBN 3-497-00777-3 , p. 127-130 .
  23. ↑ a b Erich E. Geissler: Educational means . Julius Klinkhardt, Bad Heilbronn 1968, p. 27 .
  24. ↑ Ferdinand Birnbaum: Attempt to systematize educational means . Verlag für Jugend und Volk, Vienna 1950, DNB  450480607 .
  25. ↑ Jürgen Raithel, Bernd Dollinger, Georg Hörmann: Introduction to Pedagogy . Terms, trends, classics, disciplines. 3. Edition. VS Verlag für Sozialwissenschaften, Wiesbaden 2009, ISBN 978-3-531-16320-8 , p. 33 ( limited online version in Google Book search). Paul Hastenteufel: Life, Teaching, Learning . Schneider, Baltmannsweiler 1980, ISBN 3-87116-107-1 .
  26. ↑ Justin Aronfreed: The concept of internalization . In: SA Goslin (Ed.): Handbook of socialization theory and research . Rand McNally, Chicago 1969 (English). Justin Aronfreed: Moral development from the standpoint of general psychological theory . In: Thomas Lickona (Ed.): Moral development and behavior theory, research and social issues . Holt, Rinehart & Winston, New York 1976 (English). Martin L. Hoffman: Moral development . In: PH Mussen (Ed.): Charmichael's manual of child psychology . 3. Edition. tape

     2 . John Wiley, New York 1970, pp. 261-359 (English). Martin L. Hoffman: Moral internalization, parental power, and the nature of parent-child interaction . In: Developmental Psychology . tape
     11 , no. 2 , March 1975, p. 228-239 (English). Dan Olweus : Aggression in the schools. Bullies and whipping boys . Hemisphere, Washington, DC 1978 (English). Dan Olweus: Familial and development determinants of aggressive behavior in boys. A casual analysis . In: Developmental Psychology . tape

     16 , 1980, pp. 644-669 (English).
  27. ↑ Reinhard Tausch, Anne-Marie Tausch: Educational Psychology . 6th edition. Psychology Publishing House Dr. CJ Hogrefe, Göttingen 1971, p. 170 ff .