Günther Buck

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Günther Buck (born February 13, 1925 in Westheim / Krs. Schwäbisch Hall , † August 7, 1983 in Weilheim an der Teck ) was a German philosopher and educator .

Life

Günther Buck was the son of a mechanic. In 1943 in Heilbronn he obtained the high school qualification (" Kriegsabitur ") in an accelerated process . He then did a four-month Reich Labor Service (RAD) and was then sent to the Wehrmacht as a private on the war front. In November 1944 he was seriously wounded, the right lower leg was amputated and the elbow joint of the right arm was removed, which left the arm shortened. Due to his 80% disability, he received a war disabled pension, which he used to finance his studies.

From 1946 to 1950 he studied philosophy (among others with Karl Jaspers and Hans-Georg Gadamer ), Romance studies , German studies and geography at the University of Heidelberg . After a one-semester study visit to Freiburg im Breisgau (including with Wilhelm Szilasi ), he completed his studies in 1951 with the state examination for higher education and a doctorate on Paul Valéry . He began his doctorate with Karl Jaspers. After his departure he finished it with Franz Josef Brecht . From 1952 Buck initially worked as a substitute teacher and educator at a secondary school in Korntal (near Stuttgart). After completing his legal clerkship in April 1955, he moved to a grammar school in Heidelberg. Günther Buck worked as a high school teacher until 1960.

Following a teaching position on Schleiermacher's pedagogy , he became a research assistant for Hermann Röhrs in the pedagogical seminar at Heidelberg University in the 1960 winter semester . In January 1964 he moved to the Technical University of Stuttgart and became a research assistant to Robert Spaemann at the chair for philosophy and education. After the publication of Learning and Experience in 1967, he received his habilitation at the University of Stuttgart in July 1968 after submitting Herbart's work on the foundation of pedagogy . In May 1969 he was appointed to the Scientific Council as a civil servant for life to teach pedagogy at the University of Stuttgart . In February 1971 he was finally appointed to the newly established full professorship for pedagogy at the University of Stuttgart, where he taught until his death on August 7, 1983.

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Günther Buck has advanced to become a classic in education. The theory of experiential learning, which he largely developed, has influenced hermeneutic and phenomenological pedagogy, educational theory and general educational science, biography research and qualitative research in teaching. In particular, the supplemented 3rd edition of the posthumously published work “Learning and Experience” (1989) and the theories of negativity in learning, didactic induction and the theory of the example as a practical learning and methodological principle, were widely received. This work is available in a newly revised and updated edition as Volume 5 in the series "Phenomenological Educational Science".

Buck presented a hermeneutical-phenomenological definition of the educational experience. He has contributed to ensuring that learning remains determinable as an educational (and not just psychological) term. Anticipation plays an important role in the process of experience and the disappointment of anticipation as a negative moment in the learning experience. With Hans-Georg Gadamer and Hegel, Buck defines negation as the “certain negation” of a certain expectation that crosses an intention and thus introduces a discontinuous moment or break in the continuity of experience. Every disappointment of an expectation is a certain disappointment or - with Hegel - a certain negation. The negative experience as a disappointment of an expectation in a situation is not just an experience about what is expected or what is not expected. Rather, and above all, an experience is made about oneself in that one's own horizon changes. Because with a disappointed expectation, not only do other future expectations change, but also experiences that have already been made. Learning from experience is thus first of all learning as experience. It is precisely the negative experience that enables old experiences to be changed and the opening up for new experiences. Learning is thus related to both the past and the future. The negative experiences make it possible to “become aware” of latent horizons and experiences. Learning is thus reflexive in the process of experience itself, that is, bent back (related to) itself. Using hermeneutic methods of understanding, the latent meaning of the learning experience can be explicated and thus made aware.

Individual evidence

  1. University Archive Stuttgart 57/28 (personnel file Guenther Buck)
  2. Schenk, Sabrina (2017): Practical Pedagogy as a Paradigm. A systematic reading of the works of Günther Buck. Paderborn: Schöningh.
  3. Sabrina Schenk, Torben Pauls: Learning from experience. Connections to Günther Buck , Paderborn 2014
  4. Torben Pauls: Education and Practice: Studies on Hermeneutic Education Theory Günther Bucks . Würzburg 2009; Brinkmann, Malte (2018): Phenomenological educational science from its beginnings to today. An anthology. Volume 4 of the series "Phenomenological Educational Science". Wiesbaden: Springer VS.
  5. ^ Rödel, Sales: Failure, stumble, amazement. To the productivity of negativity . In: Stiller, Jurik / Laschke, Christin (eds.): Berlin-Brandenburg contributions to educational research. Bern 2015, pp. 29–56.
  6. ^ Günther Buck, learning and experience (1989), pp. 60ff.
  7. Meyer-Drawe, Käte: Learning as experience . In: Zeitschrift für Erziehungswissenschaft 2004, vol. 6. Issue 4, pp. 505-514
  8. ^ Brinkmann, Malte: Pedagogical Exercise. Practice and theory of an elementary form of learning . Paderborn 2012, p. 150ff.
  9. ^ Günther Buck, learning and experience (1989), p. 57

Fonts

  • Paul Valéry's thinking . Heidelberg 1951 (unpublished dissertation)
  • Hermeneutics and Education. Elements of an understanding educational theory . Munich 1981
  • Way back from alienation. Studies on the development of the German humanistic educational philosophy . (Critical Information Education. Vol. 7). Munich 1984.
  • Herbart's foundation of pedagogy . Heidelberg 1985 [1. Version Stuttgart 1968] (Habilitation thesis) ISBN 3-533-03602-2
  • Learning and experience - epagogy. On the concept of didactic induction . Darmstadt 1989 [1. Edition Stuttgart 1967, 2nd edition 1969, 3rd ext. 1989 edition, 5th edition 2019]
  • Learning and experience. Epagogue, example and analogy in educational experience . (Improved and updated new edition) Volume 5 of the series "Phenomenological Educational Science". Edited by: Brinkmann, Malte. Wiesbaden 2019: Springer VS.