Hartmut von Hentig

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Hartmut von Hentig (front center), in 1972 as a laudator for the award of the peace prize to Janusz Korczak (posthumously) in the Paulskirche

Hartmut von Hentig (born September 23, 1925 in Posen ) has been an educational scientist and journalist who has been influential in West German reform pedagogy since the 1960s . He had been a member of the Scientific Advisory Board of the University of Bielefeld, which was to be founded, since 1965, and from 1968 Professor of Education. Von Hentig played a key role in the establishment and development of the Bielefeld laboratory school and upper level college school projects , of which he was scientific director from the opening in 1974 until his retirement in 1987.

During and after his professional activity, von Hentig was involved in a variety of ways with lectures and book publications in the area of ​​tension between society, politics and education, and received a lot of attention. In connection with the sexual abuse cases at the Odenwald School that became known in 2010 , he was and is, as a long-term close friend and partner of Gerold Becker , the former head of this school accused of being the main perpetrator, exposed to public criticism.

Childhood and school attendance

Hartmut von Hentig's parents were the diplomat Werner Otto von Hentig and his wife Natalie, geb. from Kügelgen. When von Hentig was two years old, the family moved from Germany to San Francisco , where his father worked as the German consul general. Von Hentig has an older sister named Helga. The parents' marriage ended in divorce. The father married again. In 1932 von Hentig and his family, including half siblings from the father's second marriage, returned to Germany for a good two years. In 1935 the father accepted the post of ambassador in Bogotá and had the family follow him. At the beginning of 1936 the father was called to an interim post in Amsterdam , while the rest of the family lived with the grandmother in Partenkirchen . In February 1937 the family returned to Berlin, where von Hentig taught at the French Gymnasium (FG) for the following years .

War effort and studies

After high school and national labor service , which he completed in Saarland from March to August 1943 , von Hentig joined the armed forces . He aspired to an officer career. The training took place in Insterburg in East Prussia , near Białystok and in Jena-Zwätze . During a home leave in Berlin, he witnessed the destruction of his parents' apartment in the Hansaviertel in an air raid . His deployment on the Eastern Front only lasted a few weeks because he was wounded through the chest on the Duklapass in September . He came to the field hospital in Neu Sandez . At the beginning of 1945 he was called up for an officer applicant course. With the rank of lieutenant he traveled as the OKH's “ Führerreserve ” in April 1945 from Wischau in Moravia to Berlin and from there on to Bavaria .

The old auditorium maximum of the Göttingen University

Von Hentig became an American prisoner of war in early May, but was released again in September. At the beginning of 1946 he began studying classical philology with history as a minor at the Georg-August University in Göttingen , and he also heard professors in various fields. In addition, he began a pottery apprenticeship, shy of upcoming exams . In the first half of 1948 he received a college scholarship in the USA. In Elizabethtown ( Pennsylvania ) he continued his studies, now challenged in a manner that appealed to him.

University of Chicago

1950 received from Hentig a scholarship as a Fellow at the University of Chicago , where he one at Benedict Einarson dissertation on Thucydides began to write. After taking the Rigorosum in June 1953 , he returned to Germany.

School service and professorship for education

Birklehof school, main building (1966)

On the recommendation of Hellmut Becker, von Hentig entered the school service at Birklehof in Hinterzarten , a rural education center run by Georg Picht , without having to pass a teacher’s exam. Ernst Klett's son was one of Hentig's students at the Birklehof . From this a friendly relationship developed with the publisher, who made von Hentig publication offers. In the course of an alienation from duty, which culminated in von Hentig's departure after two years, he criticized the fact that the Birklehof had not escaped the “constraints and pressures of a collective” and had not educated them to be independent, but rather “to act independently - to be moral Vanities and to undermine the rules that secure freedom. "

Uhland-Gymnasium Tübingen - view from the plant lake

At the beginning of 1956 von Hentig passed the first state examination in Göttingen (Lower Saxony) in order to qualify for the public school service , but then had to, as requested in Tübingen (Baden-Württemberg) - and thus in relative proximity to the Klett publishing house To be able to complete a teaching traineeship , and to successfully pass a third examination subject. Von Hentig spent part of his internship at the Uhland-Gymnasium in Tübingen as an assistant teacher for old and new languages ​​at the Bryanston School as well as doing internships at other English schools. There he received suggestions for his first independent book publication Problems of ancient language teaching / depicted using the model of English schools . During his stay in England in 1957, von Hentig was promoted to study assessor at the Uhland-Gymnasium in an accelerated process and without the usual components of the second state examination.

In the early summer of 1962, von Hentig received the message from Heinrich Roth that the appointment committee of Göttingen University responsible for pedagogy had decided to appoint him to the vacant chair of Herman Nohl in the spring of 1963 . We know of his work on a larger publication, which after completion can certainly be recognized as a habilitation thesis , and hope for his approval.

In the riots after the fatal shot by the police officer Karl-Heinz Kurras on the student Benno Ohnesorg during the demonstration on June 2, 1967 in West Berlin , von Hentig advocated the politicization of the university with speeches in Göttingen and on the occasion of Ohnesorg's funeral in Hanover Scientific enterprise:

“Anyone who today demands that precisely those who have the strength and desire for unconditional thinking disappear into the study rooms for political asceticism has understood neither the function of the university nor that of democracy: both - science and democracy - are institutionalized Doubt. As long as we have them, my fellow students, doubt thoroughly and turn them into politics! [...] You will continue to find me by your side in the fight for the right cause, regardless of the means by which you lead it. "

Social analysis and educational education

According to the educational scientist Rudolf Messner, von Hentig's concepts for school and education are anchored in life history. He refers, among other things, to the war experiences and the “America experience”. Von Hentig emphasizes that as a teacher in the collective publication “Inventory / a German balance sheet 1962” he formulated the goal of German pedagogy in the society as a whole, “to educate people in such a way that they would recognize a second 1933 in good time and resolutely prevent it . ”That was four years before Theodor W. Adorno's famous dictum:“ The demand that Auschwitz does not happen again is the very first thing to be done in education ”.

In the lecture collection Strengthening people, clarifying things (1985), von Hentig combined aspects of social analysis with an educational claim and the justification of his educational reform approach. Important reference values ​​for him are the ancient polis and Socrates , who enlightened his fellow citizens about their ignorance in the Attic democracy , as well as Jean Jacques Rousseau's model of society and educational theory. On the other hand, von Hentig distances himself from an understanding of enlightenment that is coupled with the idea of ​​an almost automatic progress : Rather, this must "be taken back to the reins of reason." He is skeptical of the contribution made by today's scientific community to system-critical enlightenment. As part of the system based on the division of labor, their horizon of knowledge is limited.

Educational guiding principles

The strong influence of Rousseau on his own political and educational thinking was explained by von Hentig in 2003 in the text Rousseau or the well-ordered freedom . He emphasizes age-appropriate and development-appropriate individual support; the willingness to give the growing up time for their educational process without forcing the experience and learning process; conveying morals and values ​​through experience and insight, not through instruction and authority. Von Hentig turns against determinism and conditioning techniques , against the idea that everything that is significant "has to be" conveyed, queried, identified as a "learning objective", measured and checked off ". The human potential for shaping errors, coincidences and peculiarities as well as the cunning of reason remained unconsidered and unused.

According to von Hentig's ideas, a school should serve not only as a place of learning, but also as a place to live and as a space for individual and social experiences in the sense of John Dewey . In order for students to learn to organize themselves, schools have to take back their own order. The independence of students should be encouraged and rewarded. Von Hentig advocates a type of school that replaces “as much dull, reluctant exercise as possible with intelligent, self-motivated, cooperative exercise”.

As a real school for life, von Hentig envisions a miniature version of the polis, a “school polis”, in which, in addition to lessons and breaks, community tasks are also important: “planning, deciding, controlling; tidy up, beautify, change the house; Parties, meetings, deliberations; being for oneself, working in a team, working in associations based on the division of labor ... ”He advocates the dismantling of what he calls the“ teaching school ”and for“ education through things ”von Hentig sees the conventional age differentiation of classes as critical. He votes for three to four year groups. For an adequate support of the students, the learning group size should be less than 20.

According to von Hentig, one of the most important life-preparing tasks of school is to teach understanding in the sense that the person who knows is aware of the reasons for what has been recognized. Teachers who want to promote such understanding would have to transform the scientific instrument of knowledge acquisition familiar to them from their studies in such a way that pupils, out of curiosity and with their own resources, are interested in it and deal with it. Von Hentig understands this approach as a propaedeutic of science in a Socratic manner. This is associated with great demands on the teacher’s personality and competence: “The teacher's person is his most effective curriculum.” In his opinion, teachers should devote time to the school beyond the formal teaching obligation. The role model effect of the teacher is generally decisive.

Establishment of the laboratory school in Bielefeld

Bielefeld University on the slope of the Teutoburg Forest

When Helmut Schelsky designed a reform university in East Westphalia in 1966 and asked Hartmut von Hentig to participate in the planning in the Scientific Advisory Board, he received the commitment on the condition that a laboratory school and a college would be set up, which would be the research focus of the future pedagogical faculty should stand. On October 9, 1968, von Hentig was appointed professor at the new Bielefeld University. For the experimental school facilities to be created as a joint venture, he assumed a democratic decision-making based on common basic convictions and emphasized the process character of the laboratory school:

“It creates itself and its orders and changes. - Our school proceeds empirically : drafting, checking, correcting. "

Bielefeld Upper Level College
Laboratory school and outdoor facilities

Von Hentig was the initiator of the overall project in both development commissions. He also represented the project externally in all important questions, for example with regard to the accountability for the necessary financial resources and the justification of approvals to be granted. At the same time, he was involved in the design of the new university and in the development of the Faculty of Education, Philosophy and Psychology, which he had enforced. A prominent feature of the laboratory school building planning was the abandonment of the usual classroom furnishings in favor of open-plan rooms, which the students, who were grouped into core groups, should share and which should be designed according to the respective teaching or employment purpose. He hoped that this would have a civilizing effect on the students, a greater closeness to real life, security in small core groups with a simultaneous willingness to open up to the larger community and an increase in learning and meeting areas.

The establishment of the laboratory school in particular turned out to be a process accompanied by many difficulties and interpersonal friction losses. Participants complained about time-consuming failure to set priorities, a lack of coordination of fundamental political, educational and curricular decisions, fronts between theorists and practitioners, between natural scientists and humanities scholars, between “left” and “right”. Von Hentig himself suffered a collapse in health and was only able to resume work after a break of several months. Until his retirement in 1988, he worked as the scientific director of the Bielefeld school projects and as a laboratory school teacher.

Further political and educational commitment

After the congress on "Community Issues of the German People" in Berlin in 1962, to which Willy Brandt had invited him, von Hentig became involved in the SPD. In the summer of 1969 he joined the Social Democratic Voters' Initiative alongside other prominent intellectuals and advocated in this context that the most important task of a new government was to "impose strict thinking on the citizens" and to put education ahead of all other political tasks. In the political disputes about the Hessian framework guidelines for social teaching (HRGG), von Hentig voted for the reform approach. The HRGG, he judged at the time, were not yet fully developed and would certainly remain controversial in the future: They suffered from abstract language, occasionally stranded "on the sandbanks of sociologism" and lacked formal correctness. However, they would have the advantage of disclosing their premises over the current curricula .

Von Hentig was active in the peace movement. For example, he took part in a blockade in Bremerhaven against military rearmament as part of the NATO double decision . During the action he read from Thucydides ' Peloponnesian War to emphasize the cruelty of the war over and over again. Von Hentig also took part in the blockade of the access to the American missile depot on the Mutlanger Heide in December 1985. For this he was sentenced in 1987 for coercion. Coincidentally, the award of the Great Federal Cross of Merit to von Hentig was scheduled for the day after the verdict was announced.

In 1982 von Hentig was accepted into the German Academy for Language and Poetry and became a member of the Goethe Institute . He was also co-editor of the Neue Sammlung - quarterly magazine for education and society . On the occasion of the spelling reform , he decided that not simplification, but harmonization should have priority.

From 1983 on, von Hentig worked for the German Evangelical Church Congress . He is a member of the advisory board of the Humanist Union and an official supporter of the surveillance-critical data protection demonstration Freedom Instead of Fear .

Remembering and coming to terms with the Nazi past remained reasons for von Hentig to become involved even after he had left his professional life. For example, he took part in the expert hearing on the Holocaust memorial in 1999 and wrote an “appeal to all Germans” to contribute to the late forced labor compensation with their own contribution . Two million Deutschmarks were raised in this way.

Living with the new media

Von Hentig criticizes the use of the new media in several works . The widespread in the 1980s cultural criticism thesis by increasing use of media, the perception of the alters reality , learned in his 1987 published work , the gradual disappearance of reality , an additional drastic turn. In order to give children the most authentic access possible to reality, he advised against the use of computers for teaching purposes . In 2002 he revised this position: If one wants to “keep up with technical civilization” (so the title), it is important to critically examine when and how they can be used sensibly. Nonetheless, he was still skeptical about their use in the education system, as he feared an end-means reversal: instead of serving people, the new media threatened to become so dominant that they themselves appeared as a goal of their own, to which people adapt or to they would have to submit. In a world made up of nothing but finished images without the possibility of intervention and testing, reality would give way to a dramatically staged substitute world, and false ideas would be generated of fame, work and money, of love, violence and need. If one wants to stick to an educational goal of education, technical education must enable one to reflect the risks and burdens of technical civilization. This always includes the normative question of a future worth living and a society worth living in.

According to von Hentig, the almost inevitable media use of adolescents nowadays needs to be systematically compensated for. A corresponding time quota as for the Internet, mobile phone, Walkman and television must be spent talking and meeting, doing physical work, reading and being for oneself.

"This is my punchline: For a world in which there are computers, we need above all something that we cannot learn from computers at the moment - open, dialogical, doubting, constructive, evaluative, philosophical thinking."

Reception aspects

In the assessment of von Hentig's person and work, the weeks after the widespread public announcement and discussion of cases of sexual violence against pupils at the Odenwald School represented a serious turning point. While von Hentig had been using attributes such as "epochal pedagogue", " Nestor der German pedagogy ”,“ doyen of education ”or“ grandseigneur of reform pedagogy ”, the close professional and private ties to Gerold Becker led to accusations of“ complicity ”or even of joint responsibility for what had happened, as stated in von Hentig's writings Crime.

Christian Timo Zenke sees a continuing need for clarification in his monograph Hartmut von Hentig and aesthetic education. A critical inventory , not only with regard to the personal involvement of Hentigs in the events of Gerold Becker and the Odenwald School, but also with regard to the importance of Hentigs "for the educational policy and educational development of the past decades", especially his political and educational networks and theirs Influence on von Hentig's professional career. It says about the upcoming work analysis:

"The theory and practice of Hentig's pedagogy must be reconstructed from a systematic perspective, related to each other and classified in the history of ideas of reform pedagogy, whereby it is particularly important, on the basis of a detailed reading of Hentig's writings, his handling of terms and topics such as ' educational eros ', to trace and analyze educational love 'or' closeness and distance in educational relationships'. "

Building on this, it should be examined whether and, if so, to what extent the work of Hentigs, which is to be critically examined, "can be applied profitably to current questions and difficulties in educational theory and practice."

Pedagogical and public work

Andreas Flitner praised Hartmut von Hentig in 2005 as an "exceptional phenomenon among contemporary German university educators". No one else has shifted the focus of his teaching so far into school, "no one has designed institutions with such far-reaching claims and tried to implement them practically and politically." Von Hentig's pedagogy is also linked to a piece of democracy theory by focusing on the question deal with the social form the school must have, which can be called democratic and democratic.

The Bielefeld Laboratory School as the most important practical area of ​​application for von Hentig's educational thinking has survived the departure of its founder and continues to exist under partially changed framework conditions. The model, according to which laboratory school teachers were released with part of their hours for research purposes, was abandoned, as was the position of scientific director. The research assignment is being carried out at the experimental school as successors to Hentig's now elected professors from the Bielefeld Faculty of Education, who are released with half a deputate. More recent reform ideas in education policy, which refer to schools as living space, are approaching the goals of Hentigs. Supporters of his pedagogical concept emphasize that von Hentig's aim as a school environment is primarily a space for experience (i.e. not primarily a space for learning through instruction) that also helps classify what has been experienced:

“Experiences are not only collected here, but also decoded, analyzed, visualized, compared with other experiences, that is, combined with forms of systematic and exemplary learning, teachings with experiences. The liveliness of our school will depend on whether such connections are increasingly successful. "

Rudolf Messner considers von Hentig's academic achievement, which is aimed at school integration, to be unsurpassed even in international comparison and describes his contributions to school reform and school development in 2005 as epoch-making.

Among the 1,289 publications by Hentigs between 1949 and 2010 (from essays and monographs to anthologies and newspaper articles to letters to the editor and public statements), there are more than a hundred contributions on the subject of aesthetics and aesthetic education - for Zenke, who Examined excerpt from his work in his dissertation, one of Hentigs' life themes. In this regard, von Hentig focuses on two aspects in particular: on the one hand, the possibility of comprehending the experiences of others embedded in the drawing of works of art and thus being able to make them fruitful for one's own life; On the other hand, there is an individual potential for liberation, which would consist in the individual opening up an exploration of the possible when dealing with the indeterminacy of artistic signs, an opportunity to practice openness and creativity and to free oneself from the prevailing conditions. Zenke comes to the conclusion that von Hentig's work on this topic can continue to provide important impulses for the relevant specialist discussion, whereby it is precisely the “vagueness and diffusion” of the terminology used that enables a certain connectivity and sustainability.

Attitude to Gerold Becker's actions at the Odenwald School

There was speculation about the nature and closeness of the relationship between Hentigs and Gerold Becker. He himself described Becker as a "friend". The Neue Zürcher Zeitung described them as life companions . The educational scientist Jürgen Oelkers suspects "a lifelong dependency" about which more can hardly be said. A couple relationship had become visible during Becker's lifetime. Becker dedicated his book The New Thinking School (1993) to von Hentig . In an interview he explained: "Gerold Becker is my friend and since 1994 my neighbor in the same house". In the third volume of his memoirs, von Hentig confessed his love affair with Becker in 2016 and assumed that he entered into it in order to overcome his pedosexuality:

“Gerold was looking for me in order to free himself from the dependence on the boys. His love for me - I firmly believe it was love - should save him from his own abyss. She doesn't have it. "

Because of his close connection to Becker, von Hentig said he would have liked to have him there when he started his reform project in Bielefeld. But Becker preferred to go to the Odenwald School . But they both stayed in contact in the following years and decades. In 1985, for example, von Hentig took part in the celebrations to mark the 75th anniversary of the Odenwald School. In front of the festival audience in Heppenheim , the then Federal President Richard von Weizsäcker and he (the former as the father of an Odenwald student , von Hentig as his godfather) talked about expectations of the school - expectations of the state . In the same year, Gerold Becker, as co-editor, organized a commemorative publication for Hartmut von Hentig's 60th birthday. Soon after his retirement, von Hentig came up with the plan in the early 1990s to build his retirement home together with Gerold Becker in Berlin, where they both moved into two separate apartments in a house on Kurfürstendamm in 1994 .

Von Hentig was sharply criticized after his first statements about the abuse cases of underage wards at the Odenwald School . As a long-time close friend of Becker, who died in July 2010, he had written a statement on this. In the final report, Becker was accused of sexual abuse by two persons responsible for clearing up the events at the Odenwald School; he was referred to as the main culprit and "classic pedophile ". Von Hentig asserted that he had no knowledge of the many cases of sexual abuse by Becker. He was also quoted as saying that Becker was probably seduced by the victims. In an open letter, Lutz van Dijk , who describes himself as a friend of von Hentig's, criticized von Hentig's “ignorance of the victims of sexual abuse” in his loyalty to Gerold Becker.

Under the impression of the reports of those affected, von Hentig described the sexual abuse of children as a crime in a statement that became public in November 2011 and was hit hard by the allegations against his friend. He asked the victims to forgive Becker for what he had asked before his death, but declared that he would not turn away from his dead friend. That is of no use to anyone and is not to be expected from him.

In September 2015, von Hentig expressed "deep compassion" for the "child and young victims of the crime". He was quoted and misunderstood several times and never claimed that students “seduced” Becker. Von Hentig said: "If my life's work doesn't stand up for me, it will certainly not bring about the correcting of quotations".

In May 2016, the third volume of his memoirs was published, in which von Hentig deals with the abuse scandal at the Odenwald School and the allegations against him and Becker on almost 1000 printed pages. The journalist Volker Breidecker describes this part of the self-portrayal as a "proud justification", as a trivialization of the events and the glorification of his partner Gerold Becker:

“And he [von Hentig] encounters Gerold Becker's victims with infamy and their testimonies with the gesture of the Grand Inquisitor: in his eyes they are hypocrites and traitors, merciless 'avengers' with messed up biographies who pass off as traumas suffered by someone else's hand after many years they either imagined injuries or what they had been told from outside - by therapists, journalists and other moralists. "

Because von Hentig in his autobiography depicts Becker's sexual assaults in part as consensual erotic encounters and questions the credibility of the victims of sexual abuse, the book met with rejection among reviewers. The media scientist Bernhard Pörksen interprets it as a strenuous self-persuasion by Hentigs: “Until he has written a monstrously ugly world for himself.” The educational scientist Hanna Kiper criticizes that von Hentig lacks any empathy with the victims, instead defending the perpetrators of the abuse and pitying them with their emotional needs. He interpreted the criticism of the years of abuse at the Odenwald School as a sexual-political backlash, as a “witchcraft” or “lavishly rampant conspiracy theories ” against the liberal intelligentsia. She sums up:

“If people who see themselves as educators use such argumentation figures that choose the perpetrators of sexual violence to deny or defend their actions and pass them off as 'educational', a decisive rejection is necessary, also in order to distinguish between educational thinking and acting and using one to clarify pedagogical jargon to cover up criminal intentions. "

In this respect, the work of Hentigs must now be viewed critically.

In the course of the public criticism of von Hentig and his remarks, the Comenius Foundation recognized him from the Comenius Prize, which was awarded in 1994, in 2011. In 2017, he was also stripped of the Ernst Christian Trapp Prize from the German Society for Educational Science (DGfE), which von Hentig had received in 1996.

Cinematic representation

In the film The Chosen , which deals with the abuse cases at the Odenwald School, Hartmut von Hentig appears in the supporting character of Hasso von Gravenborg.

Awards and honors

Fonts

  • Hellas and Rome. Reading book on history , Langwiesche-Brandt, Ebenhausen b. Munich, 1964.
  • Platonic teaching. Problems of didactics, presented using the model of ancient language teaching , Vol. 1, Klett Stuttgart 1966.
  • The Bielefeld Upper Level College , Ernst Klett, Stuttgart 1971.
  • Cuernavaca or: alternatives to school? , Ernst Klett / Kösel, Stuttgart / Munich 1971.
  • School as a space of experience? An exercise in concretising a pedagogical idea , Ernst Klett, Stuttgart 1973.
  • Pedagogy , Meyers Enzyklopädisches Lexikon, Vol. 18, Mannheim 1976.
  • What is a humane school? Munich / Vienna, 7th edition 1987 (original edition 1976).
  • Paff, der Kater or When we love , Carl Hanser Verlag, Munich / Vienna 1978.
  • The discouraged republic. Political essays. Frankfurt a. M. 1982 (original edition: Munich and Vienna 1980).
  • The Abitur crisis and an alternative , Klett-Cotta, Stuttgart 1980.
  • Tidy experience. Texts about yourself , Hanser, Munich, Vienna 1983.
  • Delight, teach, liberate. Writings on aesthetic education , Hanser, Munich, Vienna 1985.
  • Strengthen people, clear things up . A plea for the restoration of the Enlightenment , Reclam, Stuttgart, 1985.
  • Work on peace. Exercises in overcoming resignation , Hanser, Munich, Vienna, 1987.
  • The gradual disappearance of reality. An educator encourages reflection on the new media. , Hanser, Munich, Vienna, 1987.
  • Magician or Magister? On the unity of science in the process of mutual understanding , Klett-Cotta, Stuttgart, 1988.
  • Bible study. Promise and responsibility for our world , Hanser, Munich, Vienna, 1988.
  • Rethink the school. An exercise in practical reason , Hanser, Munich, Vienna, 1993.
  • Education. An essay , Hanser, Munich, Vienna 1996.
  • Creativity. High expectation of a weak term , Hanser, Munich, Vienna, 1998.
  • The Bielefeld Laboratory School. Tasks, principles, institutions. An empirical answer to the changed function of the school. Volume 7 Bielefeld, 1998.
  • Oh, the values. A public awareness of conflicting tasks. On education for the 21st century , Hanser, Munich, Vienna, 1999.
  • Columns , Radius-Verlag, Stuttgart, 2000.
  • Rides and companions. Travel reports from half a century , Hanser, Munich, Vienna, 2000.
  • Why do I have to go to school? An answer to Tobias in Briefe , Hanser, Munich, Vienna, 2001.
  • Science. A criticism. Hanser, Munich, Vienna, 2002 ISBN 978-3-446-20376-1 .
  • To keep up with technical civilization. Thinking about the new media and the no longer gradual disappearance of reality , Beltz, Weinheim and Basel 2002.
  • Rousseau or the well-ordered freedom , CH Beck, Munich, 2003.
  • Probation. On the useful experience of being useful , Hanser, Munich 2006.
  • My life - considered and affirmed. Childhood and Youth , Hanser, Munich 2007.
  • My life - considered and affirmed. School, Polis, garden house , Hanser, Munich 2007.
  • Still my life. Memories and comments from the years 2005 to 2015. Was mit Kinder, Berlin 2016 ISBN 978-3-945-81026-2

literature

  • Dirk Kutting: Attitude formation: Hartmut von Hentig's humanistic school and educational theory in theological view , Marburg: Elwert 2004.
  • Martin Hollender, Ulrike Hollender: Bibliography Hartmut von Hentig , Bielefeld: Aisthesis 2010.
  • Laboratory School Teachers' Group: Bielefeld Laboratory School. Model in a practical test. Reinbek 1977.
  • Frauke Stübig (Ed.): The school of the future is taking shape. Held and angry speeches on the occasion of the honorary doctorates of Hartmut von Hentig and Wolfgang Klafki at the University of Kassel on May 5, 2004. Kassel 2005.
  • Susanne Thurn, Klaus-Jürgen Tillmann (Hrsg.): Laboratory school - model for the school of the future. Bad Heilbrunn / OBB. 2005.
  • Christian Timo Zenke: Hartmut von Hentig and the aesthetic education. A critical inventory . Cologne 2018.

Web links

Wikiquote: Hartmut von Hentig  - Quotes

Remarks

  1. ↑ My life, childhood and youth 2007, p. 125 f.
  2. ↑ My life, childhood and youth 2007, p. 175 ff.
  3. ↑ My life, childhood and youth 2007, p. 195.
  4. ↑ My life, childhood and youth 2007, p. 201.
  5. ↑ My life, childhood and youth 2007, p. 219 f.
  6. ↑ My life, childhood and youth 2007, p. 287.
  7. ↑ Mein Leben, Kindheit und Jugend 2007, p. 319. He particularly liked the regularly scheduled UN simulation games , in which the interests of a randomly assigned country could be represented, complex information material viewed, evaluated and implemented in a rhetorically convincing speech. The bi-weekly task of creating a book report about a novel or drama also seemed profitable to him : “By trying to reproduce 300 read pages on three written pages, I had to filter out what was characteristic from the abundance. This demands attention, accuracy and measure - an economy of words and thoughts. The reflection essay tempts you to fumble - expertus dico . "(Ibid., P. 320 f.)
  8. ↑ My life, childhood and youth 2007, p. 407.
  9. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 20.
  10. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 42 f.
  11. ↑ “In retrospect, I obtained the most important lessons for my profession as a teacher of ancient languages ​​there. I had to do some very elementary tasks and make decisions, both in order to do it well myself and to keep the institution in which it took place alive, to do some very elementary tasks and make decisions: firstly, to set up an educational theory in which a nine-year Latin lesson with a maximum of four Hours a week and five years of Greek lessons with a maximum of five hours a week contribute convincingly to a young person's ability to live in today's world; second, find or develop a didactic that makes this possible; thirdly, to step out of the spell of classical philology and its dogged and faithful apologetics. "( Mein Leben, Schule, Polis, Gartenhaus 2007, p. 84.)
  12. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 90 f.
  13. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 179 f.
  14. ↑ Quoted from: Mein Leben, Schule, Polis, Gartenhaus 2007, p. 225. Von Hentig regrets the final statement from a later point of view; Jürgen Habermas, on the other hand, had shown “bravery in front of his friend” when he warned the students against “left-wing fascism”, which lurked in violence and righteousness. (Ibid.)
  15. ↑ Rudolf Messner in: Stübig (Ed.) 2005, p. 90 f. Similar to Andreas Flitner , ibid, p. 81.
  16. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 80.
  17. ↑ Strengthening people ... 1985, p. 35.
  18. ↑ Strengthening people ... 1985, pp. 69/73.
  19. ↑ Rousseau or the well-ordered freedom 2003, p. 103 f.
  20. ↑ Rousseau or the well-ordered freedom 2003, p. 102.
  21. ↑ What is a humane school? 1987, p. 95.
  22. ↑ Rethinking the School ... 1993, p. 221.
  23. ↑ What is a humane school? 1987, p. 116.
  24. ↑ Strengthening people ... 1985, p. 111.
  25. ↑ Rousseau or the well-ordered freedom 2003, p. 102.
  26. ↑ Rethinking the school ... 1993, p. 221 f.
  27. ↑ Strengthening people ... 1985, p. 112
  28. ↑ Strengthening people ... 1985, p. 115 f.
  29. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 330.
  30. ↑ Strengthening people ... 1985, p. 121.
  31. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 273.
  32. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 291.
  33. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 277.
  34. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 308.
  35. ↑ Hartmut von Hentig: Learning in other rooms: the laboratory school building . In: Thurn / Tillmann (Ed.) 2005, pp. 101-103
  36. ↑ Gerd Büttner: Consensus as Ideology . In: Lehrgruppe Laborschule 1977, pp. 48–56.
  37. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 307 f.
  38. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, pp. 357–431.
  39. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 177 f.
  40. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 242 f.
  41. ^ Conflict about the "conflict". On the first version of the Hessian framework guidelines for social theory - 1973. In: The discouraged republic. 1982, p. 331.
  42. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 530 f.
  43. ↑ At the request of the then North Rhine-Westphalian Science Minister Anke Brunn, Federal President Richard von Weizsäcker had nothing against the fact that she held the award on the scheduled date. The honor does not apply to the events in Mutlangen. ( Mein Leben, Schule, Polis, Gartenhaus 2007, p. 530 f.)
  44. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, pp. 573/577.
  45. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 621.
  46. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 581.
  47. ↑ Advisory Board of the Humanist Union. Humanist Union, archived from the original on July 27, 2011 ; Retrieved July 27, 2011 .
  48. ^ Demonstration of freedom instead of fear , list of supporters
  49. ↑ My life, school, Polis, garden house 2007, p. 619 f.
  50. ↑ Bettina Hurrelmann : Children and Media. In: Klaus Merten, Siegfried J. Schmidt, Siegfried Weischenberg (eds.): The reality of the media. An introduction to communication science. Springer, Wiesbaden 1994, p. 395.
  51. ↑ Review note on Die Zeit, March 21 , 2002 , Perlentaucher , accessed on April 3, 2019.
  52. ↑ Keeping up with technical civilization 2002, p. 221.
  53. ↑ Hans-Jürgen von Wensierski, Jute-Sophia Sigeneger: Technical education. An educational concept for school and extracurricular child and youth education. Verlag Barbara Budrich, Opladen / Berlin / Toronto 2015, p. 52 f.
  54. ↑ Keeping up with technical civilization 2002, p. 68.
  55. ↑ Hartmut von Hentig: Staying up to technical civilization . Beltz, Weinheim 2002, p. 73.
  56. ^ Christian Timo Zenke: Hartmut von Hentig and the aesthetic education. A critical inventory . Böhlau, Cologne 2018, pp. 7 and 25.
  57. ^ Christian Timo Zenke: Hartmut von Hentig and the aesthetic education. A critical inventory . Böhlau, Cologne 2018, p. 65 f. Regarding the current state of reception of Hentigs, Zenke states that, on the one hand, there is hardly any systematic discussion of his work at the educational level, on the other hand, some of his formulations have already been so incorporated into the 'everyday understanding of pedagogy' that they are becoming more and more common begin to detach from both their originator and their original context of meaning - a process that makes the systematic examination of Hentig's work and person even more difficult. ”(Ibid., p. 34.)
  58. ^ Andreas Flitner: Letter on the planned honorary doctorate by Hartmut von Hentig . In: Frauke Stübig (Ed.): The school of the future is taking shape. Held and angry speeches on the occasion of the honorary doctorate of Hartmut von Hentig and Wolfgang Klafki on May 5, 2004 . Kassel 2005, p. 81 ( online , accessed May 26, 2019).
  59. ^ Andreas Flitner: Letter on the planned honorary doctorate by Hartmut von Hentig . In: Frauke Stübig (Ed.): The school of the future is taking shape. Held and angry speeches on the occasion of the honorary doctorate of Hartmut von Hentig and Wolfgang Klafki on May 5, 2004 . Kassel 2005, p. 86 ( online , accessed May 26, 1019).
  60. ↑ Susanne Thurn / Klaus-Jürgen Tillmann: The school pedagogical discussion today - and what the laboratory school can contribute to it . In: the same (Hrsg.): Laborschule - model for the school of the future . Bad Heilbrunn 2005, p. 12.
  61. ↑ Hans-Joachim Knopff and Dieter Lenzen : More experience, less instruction: a school offers much more than just teaching . In: Susanne Thurn / Klaus-Jürgen Tillmann (Hrsg.): Laboratory school - model for the school of the future . Bad Heilbrunn 2005, p. 33.
  62. ↑ Rudolf Messner: Hartmut von Hentig: School as a space of experience for life in the future society in: In: Frauke Stübig (ed.): The school of the future wins shape. Held and angry speeches on the occasion of the honorary doctorate of Hartmut von Hentig and Wolfgang Klafki on May 5, 2004 . Kassel 2005, pp. 94 and 97 ( online , accessed May 26, 2019).
  63. ^ Christian Timo Zenke: Hartmut von Hentig and the aesthetic education. A critical inventory . Böhlau, Cologne 2018, pp. 67–69.
  64. ^ Christian Timo Zenke: Hartmut von Hentig and the aesthetic education. A critical inventory . Böhlau, Cologne 2018, p. 300. “Against this background, Hentig assigns important importance to the handling of works of art in the 'scope of freedom' outlined in this way, not only for the individual and social liberation of man, he wants the process of artistic Knowing experience on this path at the same time - in the sense of an intellectual liberation - as a suitable instrument for preparation for the abstract thought system of science. "(Ibid., P. 300 f.)
  65. ^ Christian Timo Zenke: Hartmut von Hentig and the aesthetic education. A critical inventory . Böhlau, Cologne 2018, p. 308 f.
  66. ↑ https://www.nzz.ch/feuilleton/die-anhaenger-hartmut-von-hentigs-wollen-dass-ihr-meister-rehabilitiert-wird-ld.1367382
  67. ↑ Jürgen Oelkers: Pedagogy, Elite, Abuse. The “career” of Gerold Becker . Beltz Verlag, Weinheim 2016, p. 14.
  68. ↑ Hartmut von Hentig in an interview: “I saw this man full of envy” , Spiegel Online (schulspiegel), March 14, 2010.
  69. ↑ Hartmut von Hentig: Still: My Life. Memories and comments from the years 2005 to 2015. Was mit Kindern, Berlin 2016, p. 477 f., Quoted from Hanna Kiper : When in doubt for the friend and partner. The attack on the victims and their advocates as a strategy of defense - To deal with the memoirs of Hartmut von Hentig. In: Zeitschrift für Sozialpädagogik 16 (2018) 1, p. 91.
  70. ↑ Mein Leben, Schule, Polis, Gartenhaus 2007, p. 594.
  71. ↑ Markus Verbeet: Interview with Hartmut von Hentig: "I saw this man with envy". SPIEGEL ONLINE, March 14, 2010, archived from the original on March 26, 2011 ; accessed on March 26, 2011 : "Hentig: Gerold Becker is my friend and since 1994 my neighbor in the same house."
  72. ↑ Frankfurter Rundschau, March 6, 2010
  73. ↑ Christian Füller: Odenwaldtäter called by name " ; TAZ , December 17, 2010
  74. ↑ Philip Eppelsheim: The Truthfulness and Hartmut von Hentig. FAZ Online, October 23, 2011, accessed on November 17, 2011 : "The Truthfulness and Hartmut von Hentig"
  75. ↑ Tanjev Schultz: Men who love too much " ; Tages-Anzeiger , March 13, 2010 '
  76. ↑ tagesspiegel What Hartmut von Hentig has to do with it, open letter from Lutz van Dijk
  77. ↑ Quoted from Jörg Schindler : A rescue attempt among friends . In: FR-Online, November 25, 2011, accessed February 21, 2016.
  78. ^ No more silence about the Odenwald scandal , Nordwestzeitung , 23 September 2015
  79. ↑ https://www.sueddeutsche.de/kultur/reformpaedagogik-unter-frei-suendern-1.3052097 , Volker Breidecker: Reform pedagogy: Among free sinners, article in the Süddeutsche Zeitung of June 26, 2016
  80. ↑ Hartmut von Hentig: Still my life. Memories and comments from the years 2005 to 2015. Was mit Kinder, Berlin 2016.
  81. ↑ Volker Breidecker: Reform pedagogy: Among free sinners . Süddeutsche Zeitung from June 26, 2016.
  82. ^ Bernhard Pörksen: Reform pedagogy and abuse: After the silence . In: Die Zeit from April 21, 2016, accessed on May 10, 2016 (here the quote); Pitt von Bebenburg: Odenwald school victim outraged by Hentig's autobiography . In: Frankfurter Rundschau on May 18, 2016, accessed on July 14, 2016; Volker Breidecker: Reform Education: Among free sinners . In: Süddeutsche Zeitung of June 27, 2016, accessed July 14, 2016.
  83. ↑ Hanna Kiper: In case of doubt for the friend and partner. The attack on the victims and their advocates as a strategy of defense - To deal with the memoirs of Hartmut von Hentig. In: Zeitschrift für Sozialpädagogik 16 (2018) 1, pp. 90-108, citations on pp. 102 and 107.
  84. ↑ https://www.faz.net/aktuell/politik/inland/odenwaldschule-comenius-stiftung-entnahm-hentig-preis-11505421.html
  85. ↑ Directory of members: Hartmut von Hentig. Academia Europaea, accessed July 25, 2017 .
  86. ↑ Prof. Dr. Hartmut von Hentig ( Memento of October 31, 2011 in the Internet Archive ), website of the JA-Comenius Foundation, accessed on October 20, 2011.
  87. ^ Heike Schmoll: The Comenius Foundation withdraws the Hentig Prize. In: FAZ.net . October 26, 2011, accessed October 13, 2018 .
  88. ↑ http://www.3sat.de/page/?source=/kulturzeit/news/157940/index.html
  89. ^ Statement by the board of the German Society for Educational Science (DGfE) on the discussion of sexual violence in educational contexts, website of the Society for Educational Science , accessed on March 15, 2017; see also the reactions to the controversial decision of the DFfE board, accessed on December 21, 2017.
  90. ↑ List of medal recipients 1975–2019. (PDF; 180 kB) State Ministry of Baden-Württemberg, p. 50 , accessed on June 12, 2019 . , accessed on May 11, 2009
personal data
SURNAME Hentig, Hartmut von
BRIEF DESCRIPTION German educationalist
DATE OF BIRTH September 23, 1925
PLACE OF BIRTH Poses