Frieda Stoppenbrink-Buchholz

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Frieda Stoppenbrink-Buchholz (born April 28, 1897 in Breslau , † March 25, 1993 in Hamburg ) was a German auxiliary school teacher, curative teacher, representative of Jenaplan pedagogy in the auxiliary school , reformer of auxiliary school education . With her reform pedagogy , she demonstrated an alternative auxiliary school model that placed the child and the community at the center, not the teaching, which also saw the child in its entirety, with its specific character.

Live and act

Klara Ida Frieda was the only child of the type founder Adolf Buchholz and his wife Klara. In her hometown she attended elementary and girls' middle school, then the lyceum and then the upper lyceum. After another year of seminars at the Oberlyzeum, Frieda Buchholz received her teaching qualification. On April 1, 1917, she entered the Hamburg school service and then after two years worked as an auxiliary school teacher in Bergdorf near Hamburg:

“Inspired by her intensive occupation with the various currents of the educational reform movement, Frieda Buchholz set out to leave the old-style learning school behind with a lot of zeal, pedagogical skill and great competence. The endeavor to develop an innovative teaching practice was closely linked to the fundamental questioning of the auxiliary school as an institution. "

- Sieglind Ellger-Rüttgardt : 2000, p. 324

In addition to her teaching activities, she studied pedagogy , psychology and philosophy at the University of Hamburg from 1919 to 1925 . Inspired by Peter Petersen , she tried to introduce elements of the Jena plan in her auxiliary school, group lessons and discussion groups, and the organization of the entire school life, including festivities and celebrations. Finally , in 1939 , she did her doctorate with Peter Petersen in Jena on her experiences with the Jena Plan. Your conclusion:

“On the basis of the six-monthly trial it can be determined that the idea of ​​the Jena Plan can also be successfully turned into an education and teaching principle where the pedagogical work places special demands on the teacher. The loosening up of humanity in the child, taking into account the possibility of influence from child to child as an active factor, has led to recognizable results in the auxiliary school. The beginnings of camaraderie and a sense of community emerged, the joy of working found a natural drive, and the strengthening of independence turned auxiliary students into small people who were consciously in their environment and who had a slight feeling for general dependency and connection with one another. The Jena plan has also been preserved in the auxiliary school. "

- Frieda Stoppenbrink-Buchholz : 1939, p. 167

Her dissertation - "The useful auxiliary school child - a normal child" - which was published as the first volume in the series "New Research on Educational Science" started by Peter Petersen, is rated ambiguously in the relevant secondary literature . Hein Retter is of the opinion:

"This study was undoubtedly in complete contrast to the state policy of exclusion and the Nazi ideology."

- Hein Retter : 2007, p. 368

Sieglind Ellger-Rüttgardt writes:

"Here the picture of the hereditary, inferior national comrade was not drawn, but committed and full of sympathy a lance broke for those students who, in Frieda Buchholz's opinion, had become auxiliary students primarily due to unfavorable social conditions and the failure of the general school."

- Sieglind Ellger-Rüttgardt : 2000, p. 322

And Robert Döpp is of the opinion:

“Beyond the question of the scientific dignity of its results, the work is particularly interesting because, with the topic of 'auxiliary school', it moved on, in the sense of the 'eugenic' endeavors of the Nazi regime, ideologically extremely relevant terrain. It was the aim of Stoppenbrink-Bucholz to show the presented 'useful auxiliary school children' as 'very valuable people' and thus to counter characterization by 'terms like nonsense, stupidity, illness, antisociality' ... In the end, she too stayed in the fatal 'logic' of their argumentation: the 'useful auxiliary school child' could only be defended against the charge of abnormality with the threatening consequences of forced sterilization by asserting that it was fundamentally 'useful' in the service of the National Socialist 'people's community'. In this way, however, 'usefulness' and 'normality' were also maintained as a yardstick for judging even the 'feeble-minded', which they by no means did justice to. "

- Robert Döpp : 2003, p. 473

Despite attempts to adapt her dissertation to the “new zeitgeist”, the head of the Hamburg Hereditary Health Court asked the school authorities to dismiss her “because she had openly spoken out against the planned sterilization of a former student and also recognized a clear rejection of the Nazi disability policy in her dissertation let ”(Ellger-Rüttgardt 2008, p. 236).

Frieda Buchholz, who, despite repeated requests, did not join the NSDAP and was a member of the SPD until it was banned (however, she became a member of the NSV in 1935 and the NSLB in 1937), was able to go underground in 1941 in the children's area.

After the collapse of the Nazi dictatorship, Frieda Stoppenbrink-Buchholz, who married the primary school principal Hermann Stoppenbrink in 1943, first took over the provisional and later the management of the Bergedorf auxiliary school. In 1947 she became a lecturer at the Pedagogical Institute of the University of Hamburg . She continued to advocate Jenaplan pedagogy in the auxiliary school, although she registered with great skepticism the structural change in the auxiliary school, which had led to a high acceptance tolerance for normal intelligent but educationally difficult school failures. In this regard, the pedagogue advocated pedagogical support for these children within the regular school - a regular school, however, that works according to the Jena plan. Frieda Stoppenbrink-Buchholz stated:

"The problem of insufficient demands arises, probably the most serious problem of current auxiliary school practice ... In this emergency, the Jena Plan would initially call for a dynamic school structure ... The elementary school could be supported by a special class train or by a course system like the Jena- Plan to keep these children in their area. That would be the fairest solution. Elementary school students belong in elementary school, even if they show reduced performance. "

- Frieda Stoppenbrink-Buchholz : 1965, p. 235

On the occasion of her 90th birthday, a special school in Hamburg was named after her. In the last years of her life she lived very withdrawn and "remote from the world" in her house in Hamburg. She died in 1993 and was buried in the Bergedorf cemetery .

Sieglind Ellger-Rüttgardt sums up the significance of the educational findings Frieda Stoppenbrink-Buchholz for today as follows:

“Their combination of educational and political thinking and action as well as their critical attitude towards an independent auxiliary school - paired with reform-educational objectives - represent those buried traditions of education that can rightly be considered the forerunners of the current 'integration education'. Their ... classification of the auxiliary school as an 'emergency solution', their emphasis on organizational and social factors as primary causes for the failure of children in the mainstream school, the practice of changed forms of teaching, which today are covered with the catchphrase of 'open teaching' - All of these are evidence of the 'modernity' of the school pedagogical conception she advocates for low-performing pupils, which have also been 'rediscovered' in special education since the 1970s. "

- Sieglind Ellger-Rüttgardt : 2008, p. 238

Works (selection)

  • Attempt to critically examine the Montessori system. In: Journal for Educational Psychology, Experimental Pedagogy and Research on Youth Studies. 1925 / H. 10, p. 442 ff.
  • The educational significance of the school camp for auxiliary school children. In: The auxiliary school. 1931, p. 485 ff.
  • Den tyske Hjaelpeskoles betydning i den nye stat. In: Hjälpskolan. 1937 / H. 1, p. 31 ff.
  • The useful auxiliary school child - a normal child. Weimar 1939.
  • Colorful pictures for school, home and kindergarten. Work equipment folder, Hanover 1952.
  • Thoughts and suggestions for using the work tool Colorful Pictures for school, home and kindergarten as a companion document to the work material folder. Hanover 1955.
  • Early recognition and special care for debilitating children. In: Georg Geißler, Hans Wenke (Ed.): Education and school in theory and practice. Weinheim 1960, p. 312 ff.
  • Jenaplan and auxiliary school. In: Hans Mieskens (Ed.): Jenaplan. Call and answer. Oberursel 1965, p. 227 ff.
  • Contribution to the teaching of the mentally handicapped child. In: Journal for curative education. 1966/17. Jhg., P. 187 ff.
  • German lessons in the auxiliary school (So-Sch for people with learning disabilities). In: Gerhard Hesse, Hermann Wegener (Hrsg.): Enzyklopädisches Handbuch der Sonderpädagogik and their border areas. Berlin 1969, Col. 488 ff.
  • Group lessons in the auxiliary school (Sun-Sch for people with learning disabilities). In: Gerhard Hesse, Hermann Wegener (Hrsg.): Enzyklopädisches Handbuch der Sonderpädagogik and their border areas. Vol. 1, Berlin 1969, Col. 1210 ff.
  • Jena plan and auxiliary school (Sun-Sch for people with learning disabilities). In: Gerhard Hesse, Hermann Wegener (Hrsg.): Enzyklopädisches Handbuch der Sonderpädagogik and their border areas. Vol. 1, Berlin 1969, Col. 1563 ff.

literature

  • Manfred Berger : Frieda Stoppenbrink-Buchholz. A biographical sketch of a reformer in auxiliary school education. In: Zeitschrift für Erlebnispädagogik. 1999 / H. 8, p. 81 ff.
  • Manfred Berger: Frieda Stoppenbrink-Buchholz. A pioneer of modern experiential education? Ed. Adventure education, Lüneburg 2001, ISBN 3-89569-055-4 .
  • Robert Döpp: Jenaplan pedagogy in National Socialism. Lit-Verlag, Münster / Hamburg / London 2003, ISBN 3-8258-6496-0 .
  • Sieglind Ellger-Rüttgardt: Female identity as an upright gait - the example of curative educator Frieda Stoppenbrink-Buchholz. In: Astrid Kaiser, Monika Qubaid (ed.): German pedagogues of the present. Böhlau, Cologne 1986, ISBN 3-412-03586-6 , p. 27 ff.
  • Sieglind Ellger-Rüttgardt: "The children, they were all so nice ...". Frieda Stoppenbrink-Buchholz: auxiliary school teacher, lawyer for the weak, social democrat. German Studien-Verlag, Weinheim 1987, ISBN 3-89271-038-4 .
  • Sieglind Ellger-Rüttgardt: Frieda Stoppenbrink-Buchholz. In: Maximilian Buchka, Rüdiger Grimm, Ferdinand Klein: Life pictures of important curative educators in the 20th century. Reinhardt, Munich / Basel 2003, ISBN 3-497-01611-X , p. 321 ff.
  • Sieglind Luise Ellger-Rüttgardt: History of special education. An introduction. Reinhardt, Munich / Basel 2008, ISBN 978-3-8252-8362-9 .
  • Uwe-Karsten Petersen: The Jena Plan. The integrative school reality in the image of letters and documents from Peter Petersen's estate. Lang, Frankfurt a. M. 1991, ISBN 3-631-42547-3 , p. 93 ff.
  • Hein Retter : Reform Education and Protestantism in the Transition to Democracy. Studies on Peter Petersen's pedagogy. Lang, Frankfurt a. M. 2007, ISBN 978-3-631-56794-4 .

Individual evidence

  1. ↑ For children she fought against the Nazis. (PDF; 1.5 MB) In: Hamburger Abendblatt. April 29, 1987, p. 10.
  2. ↑ Illustration and location of the Stoppenbrink tombstone at garten-der-frauen.de

Web links

personal data
SURNAME Stoppenbrink-Buchholz, Frieda
BRIEF DESCRIPTION German auxiliary school teacher
DATE OF BIRTH April 28, 1897
PLACE OF BIRTH Wroclaw
DATE OF DEATH March 25, 1993
Place of death Hamburg