Fan concentration
The subjects concentration is a principle of education teaching, after the one-sidedness and the associated disadvantages of the insulating specialist teaching should be repealed. Subject concentration aims to restore and depict the complexity of reality on a subject-specific subject basis.
Fan isolation and fan concentration
The principle of subject concentration means compression , collection , summary , grouping around a center . The division of teaching and learning material into manageable smaller units such as subjects or disciplines is an artificial decomposition of the complex reality. It means a conscious restriction to sub-areas that can be better understood and conveyed in this way. However, this can only be a temporary restriction of the field of view for teaching purposes. It must not lead to an atomization of teaching (Willmann).
So that the connection to the reality of life is not lost, the artificially created teaching and learning units have to be put together again. It is not to be trusted that this will happen by itself in the learner's mind. On the contrary, the restoration of the whole must be made aware and carried out in practice. In addition to the individual knowledge and skills that have been collected, new knowledge and structural experiences are created. Education is not just based on an added subject knowledge and skills, but takes place under a unifying idea that conveys a certain worldview and a value system. A subject concentration is necessary for this.
Historical roots
The idea of subject concentration can already be found in our culture in ancient Greece : In his state draft of the Politeia , Plato propagates an education in certain subject areas that is graded according to age and suitability. The additive and successive series of subjects and the demanding canon of subjects (reading and writing, poetry, music, gymnastics, arithmetic, geometry, astronomy, harmony, martial arts, dialectics) are consistently concentrated under the educational principle of education for the beautiful and the good (the Kalokagathia ). This step-by-step acquisition of competencies continued into the European Middle Ages in the teaching canon of the septem artes liberales (= seven liberal arts), which are divided into the trivium (grammar, rhetoric, dialectic) and the quadrivium (arithmetic, geometry, music, astronomy) and theirs Looking at it together made the educated person.
In view of the rapidly growing abundance of material, early didactics such as Johann Amos Comenius tried to make cultural assets more accessible again for the younger generation by linking related areas and symbiotic ( Franz Xaver Eggersdorfer ), exemplary ( Martin Wagenschein ) or categorical ( Wolfgang Klafki ) learning. Since the 19th century, scientists such as Wilhelm Rein or Johann Friedrich Herbart and his school have devoted themselves to the resulting confusa varietas lectionum (= confusing variety of subjects ) (Rein). Since then, the concentration efforts of educational theorists have manifested themselves in various forms.
Forms of fan concentration
Warwitz differentiates between the following four forms of subject concentration, some of which are in competition with, in others, in addition to the disciplinary (subject-related) teaching principle:
- The prodisciplinary (subject-substituting) teaching principle
- The pre-disciplinary teaching principle
- The supradisciplinary (general) teaching principle
- The interdisciplinary (interdisciplinary) teaching principle
The prodisciplinary teaching principle found its clearest expression in the overall teaching of Berthold Otto and Wilhelm Albert. The practical life-oriented lessons dissolve the usual subject structure and, independently of the subject, turn to a specific topic or question, which basically comes from the student side. It is still practiced in individual schools today, but has also been criticized as amateurish, precisely because of its lack of professional foundation.
The pre-disciplinary teaching principle can be found today mainly in kindergarten and primary school education. Individual teachers take care of the entire care or training of the children in a group or class that is still subject-independent but is already subject-oriented. It gradually leads from the initially holistically oriented children's interest to the specialization of the subject structure.
The supradisciplinary teaching principle covers general topics that cannot be dealt with in the specialized teaching or can only be dealt with inadequately, and which are supposed to lead to the formation of political, athletic or ethical opinions. For example, there are questions about social engagement, mass sports or organ donation.
The interdisciplinary teaching principle has achieved the greatest importance and dissemination in practice. It is based on optimal specialist teaching, the knowledge and methods of which it brings together to deal with a complex problem. The interdisciplinary or interdisciplinary teaching as a supplement to the subject teaching in didactics is undisputed today and is represented in schools, for example, in the form of project teaching . The type of teaching characterized by Warwitz as intradisciplinary (subject-immanent) teaching principle is embedded in its own structure and denies any permeability to neighboring subjects. This distorted form of subject teaching is unfortunately still practiced today in various areas by teachers, in that they refuse to cooperate with colleagues and do not allow any insight into their own work.
Realizations in education
Colleges
The historical term university is derived from the Latin universitas literarum (= totality of the sciences ). It was the aim of these educational institutions when they were founded in the early Middle Ages to represent the entire state of knowledge of the time in research and teaching in the corresponding disciplines and to unite them on one campus . At the latest after Gottfried Wilhelm Leibniz , who is called the last universal scholar , this claim was no longer tenable. The scientific training centers had to restrict and concentrate on certain courses. In addition, the complex reality of life, which has been further developed, required permeability and professional networking of the various research and teaching institutions in terms of subject matter / organization, as well as cooperation between competent experts, regardless of their geographical location. This is particularly clear in spatial research , for example . In this respect, the term university is actually outdated for a single educational establishment. It is only sensible to use it for all of the educational institutions. The later interpretation of the word universitas magistrorum et scholarium (= totality of teachers and learners ) also applies to all universities, including universities of applied sciences and even schools.
schools
The state schools traditionally offer a subject-based training system with appropriately qualified specialist teachers . In the 1970s, however, it became increasingly clear that our school system needed a supplement and a counterbalance to the subject structure, especially since certain abilities and skills that are needed in later life have disappeared in the purely subject system or cannot be represented at all, such as holistic thinking and Work or interdisciplinary problem-oriented cooperation. These educational gaps were closed by teaching forms such as project teaching as well as teaching units that combine subjects , project days or project weeks .
Historically, the focus on science, music or language-oriented grammar schools has already contributed to the concentration on a specific educational offer . The real , conveyor or special schools focus with her fan supply and its methods to the needs and abilities of the students in their care.
literature
- Wilhelm Albert: Foundation of the overall teaching . Vienna-Leipzig-Prague 1928
- Franz Xaver Eggersdorfer: youth education. General theory of school teaching . Publishing house Kösel. 5th edition Munich 1950
- Subject didactics in dialogue . Contributions from the lecture series of the Didactics Forum at the Philipps University of Marburg. Publisher Tectum. Marburg 2010. ISBN 978-3-8288-2226-9 .
- Karlheinz Hülser (Ed.): Plato. Politeia . (Translation by F. Schleiermacher). Bilingual. Frankfurt / M. 2006
- Siegbert Warwitz: Interdisciplinary Sports Education. Didactic perspectives and model examples of interdisciplinary teaching. Hofmann publishing house. Schorndorf 1974. DNB 740560026 .
- Siegbert Warwitz, Anita Rudolf (Ed.): Project teaching in schools and universities . Media series for interdisciplinary teaching. Karlsruhe 1980 ff
See also
Web links
Single receipts
- ^ Siegbert Warwitz: Concentration lessons . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Hofmann publishing house. Schorndorf 1974. p. 13
- ↑ Karlheinz Hülser (Ed.): Platon. Politeia . (Translation by F. Schleiermacher). Frankfurt / M. 2006
- ↑ Plato: Politeia VII. 403-537
- ^ Franz Xaver Eggersdorfer: youth education. General theory of school teaching . 5th edition. Munich 1950
- ^ Siegbert Warwitz: Forms of subject-integrative concentration . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Hofmann publishing house. Schorndorf 1974. pp. 12-26
- ↑ overall teaching on Enzyklo.de
- ^ Wilhelm Albert: Foundation of the total teaching . Vienna-Leipzig-Prague 1928
- ↑ Subject didactics in dialogue . Contributions from the lecture series of the Didactics Forum at the Philipps University of Marburg. Marburg 2010
- ^ Siegbert Warwitz, Anita Rudolf (ed.): Project teaching in schools and universities . Media series for interdisciplinary teaching. Karlsruhe 1980 ff