Harro Müller-Michaels

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Harro Müller-Michaels (born April 18, 1936 in Stettin ) is a German literary didactician , literary scholar and educational politician.

Career

Harro Müller-Michaels obtained his doctorate in 1964 after passing the second state examination in Münster with a thesis on time aspects in Kleist's dramas. phil. and then worked as an assistant or academic adviser at universities of teacher education in North Rhine-Westphalia and Lower Saxony. In 1971 he accepted a professorship for didactics of German language and literature at the University of Education in Bayreuth (later the Second Faculty of Education in Bayreuth at the University of Erlangen-Nuremberg ).

Between 1973 and 1975 he was the dean of the faculty and spokesman for the deans of the educational faculties in Bavaria. In 1975 he switched to the newly established chair of literary studies (didactics of German studies) at the Ruhr University in Bochum , which he held until his retirement in 2001. In terms of university policy, he was Dean of the Faculty of Philology and Vice-Rector for Teaching, Studies and Study Reform at the Ruhr-Universität Bochum from 1984–1987, and from 1996–2000 as Spokesman for the State of North Rhine-Westphalia. During this time he set up the Center for Teacher Education and played a key role in the introduction of the standard Bachelor / Master course at RUB.

Basic positions

His work is particularly shaped by the idea of ​​communication: 'joy of innovation', 'cohesion' and 'challenge' are Müller-Michels' guiding concepts, which show that for him literature should be treated in a holistic context and that its analysis should be embedded in pragmatic ways of life. His beginnings in literary studies (plays by Kleist and Brechts) already point in this direction, to see literature in the context of fields of action. From 1970 onwards, he didactically transfer this to empirical school observations, which put the learner at the center of the teaching process and understand literature not in itself, but in its effect on or in the mirror of its processing by readers - only then will it be validly realized and observable.

With what he called this reception pragmatics, Müller-Michels created a new focus of German didactics , from which numerous suggestions have emerged for how students can accompany their analytical skills through actions with texts: rewrite parts of text, create role profiles, write letters to authors or characters or expanding texts are such methodological possibilities; Scenic reading or playful implementation of texts are holistic, body-related ways. With this qualitative research in teaching, he has made a significant contribution to elevating the production and action orientation to the paradigm of curricula and guidelines up to and including high school graduation tasks; Today's German lessons are no longer conceivable without this well-thought-out mixture of analysis and creative text editing.

Müller-Michaels' literary interests are divided between the genres, with a focus between the 18th century and contemporary literature, and mostly deal with canonical subjects, for whose educational value he has always argued: Herder, Kleist, Fontane, Rilke, Thomas Mann or As authors, Uwe Johnson and their work are central; Overarching topics are spaces / places, mental images, dreams or identity formation (thus also: memory and memory). Epochal are the unfinished hopes of modernity that begin in the Enlightenment and are still to be redeemed in the present. This activates the anthropological claim to knowledge and action of literature, which provides information about people in an aesthetic form, including their motives, perspectives and hopes.

In practice, Müller-Michaels also implemented this claim during his leadership of the Bochum Literary Society, where between 1988 and 2007 he organized and moderated over 200 readings with international authors in order to make literature a public event in the region. The fact that Müller-Michaels also used his school experience in terms of content and method in university teaching has shaped his interest in university policy issues. From his many years of commitment, which also included intensive work with the Ministry of Education in North Rhine-Westphalia and the evaluation of degree programs, significant impulses for the Bologna reform of the universities emerged from 1994 , which he gave as Vice-Rector for Teaching at the Ruhr University Bochum.

Fonts (selection)

Monographs

  • The structure of time in Heinrich von Kleist's drama (Phil.Diss. Münster 1964)
  • Dramatic works in German lessons (Stuttgart 1971, 2nd edition 1975, ISBN 3-12-925700-4 )
  • Literature in everyday life and teaching. Approaches to a pragmatic reception (Kronberg 1978, ISBN 3-589-20656-X )
  • Positions in German Didactics since 1949 (Königstein / Ts. 1980, ISBN 3-589-20600-4 )
  • German courses. Model and testing of applied German studies in upper secondary school (Frankfurt 1987, 2nd edition Weinheim 1994, ISBN 3-589-20842-2 )
  • * Basic German teacher training course. Klett Lerntraining, Stuttgart 2009 ( review, inter alia, in Praxis Deutsch H. 223, 2010, S. 59/60, ide H. 4/2010, S. 125, ISBN 3-12-939007-3 )

Editions

  • Equipment and media for German lessons. Kronberg / Ts. 1976
  • Literary education and upbringing. Darmstadt 1976 (= ways of research)
  • German lessons as clarification. Commemorative publication for Hermann Helmers. Oldenburg 1989.
  • German dramas. Interpretations on works from the Enlightenment to the present. Vol. 1 (From Lessing to Grillparzer) and Vol. 2 (From Hauptmann to Botho Strauss). Koenigstein / Ts. 1981, 3rd edition Weinheim 1994 a. 1996.
  • Yearbook of German Didactics 1978–1980. Koenigstein / Ts. 1978ff., 1981 / 82-1993 / 94, Tübingen 1983ff., In total 11 vols.
  • German lesson. Magazine for German teachers of all types of school. Berlin. Member of the Advisory Board since year 45 (1992), no.3.
  • History of German teaching from 1945 to 1989 (part 2).
  • German Lessons in the Controversy of the Systems, ed. together with Thomas Roberg and Sebastian Susteck. Frankfurt a. M. 2010. Therein articles on: Beginnings and development of German teaching in the two German states, canon of the Oberschule of the GDR, reading books after 1945 and Abitur essay NRW.

Web links

Individual evidence

  1. ↑ Information on the author of the section “Literature Didactics” in the work “literary academic development years”. Retrieved January 23, 2020 .
  2. ↑ Christian Busche, Beate Schiller: Prof. em. Dr. Harro Müller-Michaels - Former Chair of Literature Studies (Didactics of German Studies) - Ruhr University Bochum. Retrieved September 28, 2017 .
  3. ↑ Friedrich Michael dimples: German studies directory: Harro Müller-Michaels. Retrieved September 28, 2017 .
  4. ↑ Ralph Köhnen: Literature Didactics . In: Ralph Köhnen (Ed.): Introduction to German Didactics . Metzler, Stuttgart / Weimar 2011, p. 135-204 .
  5. ↑ Florian Skoda: Harro Müller-Michaels - Literature Didactics . In: Carsten Cell (Hrsg.): Literary academic development years: Contributions to the foundation and formation of literary studies at the German Institute of the Ruhr University Bochum - a research project on the history of German studies . Frankfurt am Main 2016, ISBN 978-3-631-68109-1 , pp. 171-188 .
  6. ^ SPIEGEL-Forum Bochum: Bachelor and Master - in demand and controversial . In: Spiegel Online . January 24, 2000 ( spiegel.de [accessed September 28, 2017]).
  7. ^ New prorector in Bochum. Retrieved September 28, 2017 .
personal data
SURNAME Müller-Michaels, Harro
ALTERNATIVE NAMES Müller, Harro (former name)
BRIEF DESCRIPTION German literary didactician, literary scholar and university politician
DATE OF BIRTH April 18, 1936
PLACE OF BIRTH Szczecin