Educational goal

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Under a goal of education is understood in the education the desired psychological disposition of the child or young person, a particular achieving them educational plan is aligned. For example, the Christian faith can be named as the goal of Christian education , while characteristics and competencies such as empathy , resilience and self-regulation can be stated as goals of modern character education . Another example is self-employment education . The education system of the GDR aimed at an education for the socialist personality . Educational goals count - in addition to educational norms and educational methods - to the definition elements of the term education .

Because upbringing is often eclectic, that is, it draws on a repertoire of different educational concepts that are perhaps only compatible to a limited extent, in practice it happens that educational goals conflict with one another. A relevant example is the case in which one is educated for creativity or self-development and adaptability at the same time . Another example is the parallel encouragement of helpfulness or empathy on the one hand and competitive thinking on the other.

Definition of terms

As Wolfgang Brezinka complained, one searches in vain for an exact definition of the term in the educational literature, even though there is no shortage of enumerations of educational goals. Brezinka himself defines: “An educational goal is understood to be a norm that describes a psychological disposition (or a disposition structure) set as an ideal for educators and requires the educator to act in such a way that the educand is enabled to pursue this ideal as much as possible to realize. "

Educational goals must therefore be differentiated, for example, from teaching goals and learning goals . Incorrectly, these three terms are often used interchangeably in popular non-scientific literature (e.g. pedagogical advice literature). However, teaching and learning goals do not affect the child's psychological disposition; not educational concepts or educational philosophies are based on them, but teaching and educational methods .

The concept of the educational norm is broader than that of the educational goal; As value principles, educational norms include not only educational goals, but also preferences for certain educational methods.

Because, without a precise definition of the term, anything that anyone considers desirable can become an educational goal, Brezinka differentiates between a minimum and a standard concept of the educational goal, the minimum term denoting what the educator actually wants, while the standard concept is much narrower : "An educational goal in the sense of the norm concept is a norm that describes an imagined state of the personality or an imagined personality trait of the person being educated, which the educator is supposed to realize and to which his educators should contribute through education." Another differentiation suggested by Brezinka , is the one between educational end and intermediate goals; while as the ultimate goal of a particular education z. B. the ability of humans to maintain their health could be called, intermediate goals on this path would be the ability of the child to keep things moderate when eating sweets and to practice good dental hygiene.

Brezinka has also pointed out that competences or the psychological readiness for certain modes of experience and behavior can be educational goals, but not these modes of experience and behavior themselves. Abstract principles such as equality , democracy or happiness are not considered educational goals. Happiness is z. B. declared "educational goal" for William Sears , the founder of attachment parenting .

“The end result of a series of influences, continued over many years and exerted upon him by the pupil's entire environment in extremely different, often conflicting ways,” is “under such a set of conditions” that the educators must be satisfied if they did it succeeds in ensuring that the constitution of personality that the educand finally acquires does not contradict the educational goal, at least in its main features.

Hyphen pedagogies

In the overall pedagogical environment, teachings emerge time and again that are less of a closed educational concept and more that are geared towards individual educational goals. Examples:

See also

literature

  • Article Erziehungsziel , in: Hartwig Schröder: Didactic Dictionary . 3. Edition. Oldenbourg, Munich, Vienna 2001, p. 100 . ( limited online version in Google Book Search - USA )
  • Wolfgang Klafki : Theodor Litt's pedagogy . A critical mindfulness. Königstein 1982, p. 34 .
  • Wolfgang Klafki: The importance of classical educational theories for a contemporary concept of general education . In: Journal for Pedagogy . tape 32 , no. 4 , 1986, pp. 455-476 .

Web links

Wiktionary: educational goal  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ↑ Claudia Isabelle Köhne: Family structures and educational goals at the beginning of the 21st century . An internet-based survey of mothers. Dissertation. University of Duisburg-Essen, 2003, p. 191 .
  2. ↑ Gerhard Kochansky: Basic pedagogical statements . Theoretical starting position for education in school and school camp. In: Klaus Kruse (Hrsg.): Education in school and school camp . 1984, ISBN 3-924051-14-3 , pp. 11-44 . ( limited online version in Google Book Search - USA )
  3. ^ Wolfgang Brezinka: Basic concepts of educational science . 5th edition. Munich, Basel 1990, p. 100 .
  4. ↑ Wolfgang Brezinka: What are educational goals? In: Journal for Pedagogy . 1972, p. 497-550 . , P. 550
  5. ↑ Gerhard Zecha : For and against the freedom of values ​​of educational science . Schöningh, Paderborn 1984, p. 27 ff . ; Wolfgang Brezinka: Basic concepts of educational science . 5th edition. Munich, Basel 1990, p. 103 ff .
  6. ↑ Harry S. Broudy: The Philosophical Foundations Of Educational Objectives . In: Educational Theory . tape 20 , no. 1 , 1970, p. 3‒21 .
  7. ^ Wolfgang Brezinka: Basic concepts of educational science . 5th edition. Munich, Basel 1990, p. 111 . , quoted from Claudia Isabelle Köhne: Family structures and educational goals at the beginning of the 21st century . An internet-based survey of mothers. Dissertation. University of Duisburg-Essen, 2003, p. 193 .
  8. ^ Wolfgang Brezinka: Basic concepts of educational science . 5th edition. Munich, Basel 1990, p. 114-118 .
  9. ^ William Sears: Creative Parenting: How to use the new continuum concept to raise children successfully from birth to adolescence , Dodd, Mead & Company, New York, 1983, ISBN 0-396-08264-5 (paperback), p. 197
  10. ^ Brezinka quotes Waitz: Wolfgang Brezinka: Erziehungsziel, Erziehmittel, Erziehungserffekt, UTB Reinhardt Verlag, Munich 1976; P. 15
  11. ↑ quoted from Brezinka: Theodor Waitz: Allgemeine Pädagogik, Braunschweig 1898 (Vieweg)