Genetic lessons
In didactics , genetic teaching describes a method for building series of lessons.
The genetic principle (not to be confused with the genetic epistemology of Jean Piaget ) is of particular importance in the subject didactics of mathematics and the natural sciences .
Important proponents of the genetic principle were Felix Klein , Martin Wagenschein and Jerome Bruner .
The genetic principle at Wagenschein
Martin Wagenschein criticizes the existing (math and science) lessons in school. Instead of working off living problems, this is based on the rigid systematics of specialist science, instead of serious education, superficial learning takes place.
Wagenschein uses the genetic principle to counter this :
"Pedagogy has to do with what is becoming: with the human being and - in class, as didactics - with the becoming of knowledge in him."
The pedagogical goal is a general education, called "Formatio" at Wagenschein, for which three necessary virtues are named:
- Productive resourcefulness (based on Max Wertheimer ), d. H. to have clarifying ideas in the face of unexpected tasks,
- Enracinement (based on Simone Weil ), d. H. the intellectual rooting in the environmental experience, as well
- Critical faculty , both toward oneself and toward the thing.
To achieve this in class, two things are required. First, challenging, unlocking problems; H. (inwardly) moving and (technically) far-reaching questions that arise from the matter or from nature and invite you to think. Second, patience and leisure are required until a topic ignites and “starting from the subject, not the teacher, a suction [arises] that sucks in certain parts of the 'subject matter'”.
This has considerable consequences for the form and content of the teaching. The lesson rhythm determined by the short lesson must be supplemented by epoch lessons. The (according to Wagenschein) usual demonstrative, lecturing form of teaching must be replaced by the Socratic conversation (based on Leonard Nelson ). Ultimately, the selection of the subject matter can no longer be made systematically, but must be exemplary .
"The individual that you immerse yourself in here is not a step, it is a mirror of the whole."
Genetic - Socratic - exemplary: This trinity is Wagenschein's credo for educational teaching.
criticism
The main criticism works on the initial problems that are central to the genetic method. Firstly, there are not enough problems that arise from primary reality and that are sufficiently rich in terms of content and methodology. Second, the question of whether a topic is experienced as sparkling depends heavily on the respective background of the students' experiences. Wagenschein is too fixated on an educated bourgeois clientele in terms of content and its educational ideal of leisure for education.
Single receipts
- ^ Wagenschein, Martin (1965): To the problem of genetic teaching . In: Ders .: Teaching understanding. Weinheim: Beltz. Page 55
- ^ Wagenschein, Martin (1965): To the problem of genetic teaching . In: Ders .: Teaching understanding. Weinheim: Beltz. Page 62
- ^ Wagenschein, Martin (1956): On the concept of exemplary teaching . In: Ders .: Teaching understanding. Weinheim: Beltz. page 12
- ↑ cf. Volk, Dieter: Martin Wagenschein: Genetic teaching . In the S. (Ed.): Didactics and mathematics lessons. Weinheim: Beltz. Page 61–74
literature
- Führer, Lutz (1997): Pedagogy of Mathematics Lessons. An introduction to subject didactics for secondary levels . Braunschweig: Vieweg
- Schubring, Gerd (1978): The genetic principle in mathematics didactics . Stuttgart: Velcro-Cotta
- Volk, Dieter (1980): Didactics and mathematics lessons. Didactic models and their specification through lesson plans . Weinheim: Beltz
- Wagenschein, Martin (1968): Teaching understanding. Genetic - Socratic - Exemplary . Weinheim: Beltz
- Brülls, Susanne (2004): Lesson preparation according to Wagenschein. In: Kaiser, Astrid / Pech, Detlef: Lesson planning and methods. Baltmannsweiler: Tailor