Heiner Rindermann

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Heiner Rindermann (born March 12, 1966 in Cologne ) is a German psychologist and educational researcher .

Life

Rindermann studied psychology in Heidelberg from 1986 to 1995 , with additional minor subjects in philosophy , ethnology , sociology , political science and classical philology . In 1995 the doctorate in psychology on the subject of teaching evaluation and in 2005 the habilitation at the University of Landau on the subject of teaching quality. He was a substitute professor for educational science at the University of Saarbrücken and at the University of Paderborn . In September 2007 he was offered a professorship for evaluation and methodology in developmental psychology at the University of Graz . Since April 2010, Rindermann has held the professorship for educational and developmental psychology at the Technical University of Chemnitz .

Research areas

Rindermann conducts research in the areas of educational and developmental psychology, differential psychology, pedagogy, clinical psychology and health psychology. In addition, he deals with science studies and philosophy of science as well as the development of culture and society.

Teaching evaluation

In 1994, together with Manfred Amelang, Rindermann developed the HILVE questionnaire, with which students, lecturers and external persons can assess the quality of teaching, the teaching behavior of lecturers, changes in students due to attending the event and the behavior of the event participants. Thanks to its multidimensionality, the instrument should enable lectures and seminars to be assessed as realistically as possible.

The most important results of teaching evaluation research are that, on average, students are able to judge teaching relatively little influenced by factors such as topic and level of requirement, and that the results of such surveys, as long as they relate to teaching quality characteristics, are related to student learning success. Rindermann advocates the use of advice and training in order not only to measure the quality of teaching, but to improve it.

Philosophy of science

Rindermann takes the normative position that science should be based on rationality and reflection. In this context, he primarily refers to the Enlightenment and Kant .

Quote from Considering-Knowledge-Ethics (2006, p. 251): “Rational thinking is a prerequisite for scientific thinking. Rationality should be understood to mean: to orient oneself in thinking, ie the ability and willingness to align one's own thinking and acting to truth and functionality, to place one's own thinking and acting under the reservation of necessary correctness, justification and argumentation; an attitude to allow objective problems subjectively and to view them as cognitively solvable problems, not to understand them as questions that can be abbreviated through intuition or the adoption of traditional answers, not as obstacles to be overcome through violence, authoritative decision or coercive measures (Kant: "Freedom in thinking also means the submission of reason to no other laws than: which it gives itself. "); argumentative attitude in interaction with others or oneself, which only allows good reasons, logical criteria and empirical evidence to apply, only these and nothing else, not persuasion, power or reputation of the person or other extra-argumentative criteria; in epistemic interaction, be it personal or non-personal, to use an appropriately precise, understandable and content-appropriate language up to the language of mathematics. Personal prerequisites are intellectual ability, sensible self-determination and the ability to emancipate self-change towards spiritual and spiritual freedom and an ethical attitude towards others, others and oneself. "

Intelligence research

The basic message of his work is that intelligence tests and school performance tests reveal something very similar: intelligence and knowledge. According to him, intelligence tests also ascertain knowledge and school performance tests, especially those in PISA , including "intelligence". From this he concludes that intelligence can be changed by the environment and education and that school achievements contain genetically determined components. Rindermann examined the promotion of intelligence through school lessons and, at the international level, in the investigation of differences between states, the dependence of cognitive competencies on prosperity and their connection with democracy, the rule of law and freedom. Rindermann sees cognitive abilities and their historical development in the interplay with the conditions of society and culture together with Georg W. Oesterdiekhoff .

Sarrazin used the work of Rindermann and Detlef Rost as important sources for his book Germany gets rid of itself . Rindermann and Rost assessed Sarrazin's remarks on psychological aspects as essentially compatible with the current state of science.

School systems

Rindermann examines their consequences for the development of cognitive skills and personality (e.g. for intelligence, ability self-image, test anxiety) in lessons, schools and school systems. At the school system level, he summarizes:

It “shows positive correlations between national skill levels and the educational level of adults, kindergarten attendance, discipline, high level of education of pupils, scope of teaching, attendance of supplementary schools, early structure and use of central exams and tests for the purpose of school decisions. Rather negative relationships occur with high grade repetition rates, later school enrollment and large classes or an unfavorable teacher-student ratio. As such, high proportions of migrants do not have a negative impact; only when migrants are on average less educated than the native population, negative consequences become apparent. "(Empirische Pädagogik 2008, p. 17)

Within classes, the intelligence of classmates in a class is considered to be important for teaching success and individual skills gain: "The intelligence of others makes you smart." (Education 2007, p. 85) Above all, the intelligence development of weaker students is positively dependent on high intelligence in the class .

Emotional competence

In his research on “Emotional Competence” he differentiates between 4–6 dimensions: recognizing one's own feelings, recognizing the feelings of others, regulating one's own feelings and emotional expressivity. Other scales relate more to social skills, regulation of the feelings of others, and attitudes towards feelings.

Other areas

In addition, Rindermann has dealt with questions of student selection by universities, evolutionary psychology, gifted, personality and self-concept research.

criticism

A scientific-methodological criticism of his approach in the article What do international school achievement studies measure? (2006) formulated the education researcher Prof. Jürgen Baumert and three other scientists (Baumert et al. 2007).

controversy

On December 4th, 2007 Deutschlandradio Kultur broadcast an interview with Rindermann, which was titled Stupid Bushmen, Smart Asians? "There are genetic differences between races" carried. According to a statement by Rindermann, the title and a caption were not discussed with the interviewee and were later corrected by the broadcaster.

In response to the broadcast of the interview, the ethnologists and Africanists Carola Lentz , Anna-Maria Brandstetter and Raija Kramer issued a press release and sent it to several universities where Rindermann taught or had taught, in which Rindermann was accused of spreading racist theories . Rindermann responded to the Mainz press release with a statement in which he accused the scientists of ignorance of the current state of research and false claims. According to Rindermann, the statement was made with defamatory intent.

Rindermann received support from the German Society for Psychology . In an official announcement, the scientific society stated under the title "Defamatory allegations against Heiner Rindermann": "Following a radio interview on Deutschlandradio, our member Heiner Rindermann was caught by a press release from the Institute for Ethnology and African Studies at the University of Mainz and subsequent press releases The DGPs strictly rejects these allegations. [...] The statements by Heiner Rindermann, which are also published in an international journal, are scientifically sound and serious statements. [..] the allegation of having made racist statements. .] ". On February 18, 2009, the DGPs issued an additional declaration of honor to Rindermann. Jens Asendorpf stated in an interview that was also broadcast on Deutschlandradio Kultur on December 20, 2007 that Heiner Rindermann's statements were scientifically sound and serious statements.

In October 2015, Rindermann published an article in the magazine Focus in which he claimed, based on scientific data, that the majority of immigrants from Southeastern Europe, the Middle East and Africa had a low qualification profile. Even asylum seekers with university degrees showed an average IQ of only 93 in mathematical and figural tasks - this would correspond to the level of local secondary school students. In light of this, Rindermann predicts that these groups will have serious future integration problems in Germany. The Faculty of Human and Social Sciences and the Institute for Psychology at the University of Chemnitz then publicly distanced themselves from their professor. His colleagues criticized in particular the mixture of opinions and alleged facts and the discriminatory conclusions drawn from them. Rindermann rejected the allegations in a statement. In addition, he published a detailed background discussion on the contents of the Focus article.

Awards

In the field of differential psychology , Rindermann was awarded the William Stern Prize of the German Society for Psychology in 2007 . In 2010, Rindermann was awarded Fellow status by the American scientific society APS (Association for Psychological Science) for "outstanding contributions to science".

Consultancy

In 2018, Rindermann worked as a consultant for the World Bank, which developed a global cognitive human capital measure based on school performance studies (Altinok et al., 2018; Global Data Set on Education Quality).

Fonts

  • The Heidelberg Inventory for Course Evaluation (HILVE). Manual instruction. with M. Amelang. Heidelberg: Asanger 1994.
  • Investigations into the usefulness of student teaching evaluations . Empirical Pedagogy eV, Landau 1996, ISBN 3-931147-16-9 .
  • Teaching evaluation. Introduction and overview of research and practice in course evaluation at universities. With a contribution to the evaluation of computer-based teaching . Empirical Pedagogy eV, Landau 2001, ISBN 3-933967-52-X .
  • The student assessment of courses - research status and implications. In C. Spiel (ed.), Evaluation of university teaching - between quality management and an end in itself (pp. 61–88). Münster: Waxmann 2001.
  • Intelligence. In HS Friedman & MW Schustack, Personality Psychology and Differential Psychology (pp. 372–389). Munich: Pearson 2004.
  • What do international school achievement studies measure? School achievement, student skills, cognitive skills, knowledge, or general intelligence? In: Psychological Rundschau . 57, 2006, pp. 69-86. ( online ; PDF; 165 kB)
  • Forms of scientific discussion. Considering-Knowledge-Ethik, 17, 2006, pp. 251-263 and 313-321.
  • The g-factor of international cognitive ability comparisons: The homogenity of results in PISA, TIMSS, PIRLS and IQ-tests across nations . In: European Journal of Personality . 21, 2007, pp. 667-706. ( online )
  • The importance of middle class ability for teaching and the development of individual skills. Educational Science, 35 2007, 68–89.
  • International comparative school achievement and intelligence studies: Why do some do well, others badly? Attempt to explain with only educational features in mind. Empirical Pedagogy, 22 2008, 17–48.
  • Culture and Cognition: The Contributions of Psychometrics and Piaget Psychology to Understanding Cultural Differences. with GW Oesterdiekhoff. Münster: Lit 2008.
  • Developmental Psychology: Kindergarten children learn better. Frankfurter Rundschau, 64 (87) 2008, 12.
  • Cognitive capitalism: Human capital and the wellbeing of nations . Cambridge: Cambridge University Press 2018.

Individual evidence

  1. ^ Heiner Rindermann, author profile . Retrieved October 18, 2015.
  2. ↑ Heiner Rindermann: Curriculum Vitae - Prof. Dr. Heiner Rindermann . Retrieved January 22, 2014.
  3. ↑ Developmental Psychology: Kindergarten children learn better. FR from 08/14/08 . Retrieved on March 7, 2011.  ( Page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice.@1@ 2Template: Toter Link / www.tu-chemnitz.de  
  4. ^ A b Heiner Rindermann, Detlef Rost: Intelligence of people and ethnic groups: What is it about Sarrazin's theses? . Frankfurter Allgemeine Zeitung . September 7, 2010. Retrieved October 18, 2015.
  5. ↑ Rindermann, Heiner: The essence of intelligence . Neue Zürcher Zeitung . September 12, 2010. Retrieved October 18, 2015.
  6. ↑ Jürgen Baumert, Martin Brunner, Oliver Lüdtke, Ulrich Trautwein: What do international school performance studies measure? - Results of cumulative knowledge acquisition processes . In: Psychological Rundschau . tape 58 , no. 2 , 2007, ISSN  0033-3042 , p. 118-128 , doi : 10.1026 / 0033-3042.58.2.118 .
  7. ↑ Are there differences in intelligence and knowledge between the populations of different countries? Interview with educational researcher Rindermann . Retrieved August 2, 2014.
  8. ↑ Racist theses at DeutschlandradioKultur on August 3, 2012 . Archived from the original on August 10, 2014. Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Retrieved August 2, 2014. @1@ 2Template: Webachiv / IABot / www.publikative.org
  9. ↑ Archive link ( Memento of the original from April 26, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.tu-chemnitz.de
  10. ↑ Current announcements of the DGPs (PDF; 96 kB) Retrieved on February 26, 2016.
  11. ↑ Archive link ( Memento of the original from April 26, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.dgps.de
  12. ↑ Heiner Rindermann: "We defend Europe's values": Engineers at secondary school level. In: Focus Online . October 17, 2015, accessed October 14, 2018 .
  13. ↑ A Chemnitzer professor and the IQ of asylum seekers Free Press of December 4, 2015
  14. ↑ https://www.tu-chemnitz.de/hsw/psychologie/professuren/entwpsy/team/rindermann/pdfs/StellungnahmeHR.pdf
  15. ↑ https://www.tu-chemnitz.de/hsw/psychologie/professuren/entwpsy/team/rindermann/pdfs/HugelFocusRindermann.pdf
  16. ↑ http://www.psychologicalscience.org/fellows
  17. ↑ https://www.tu-chemnitz.de/hsw/psychologie/professuren/entwpsy/team/rindermann/gutachter.php
  18. ↑ documents.worldbank.org/curated/en/706141516721172989/pdf/WPS8314.pdf

Web links

personal data
SURNAME Rindermann, Heiner
BRIEF DESCRIPTION German psychologist, university professor and intelligence researcher
DATE OF BIRTH March 12, 1966
PLACE OF BIRTH Cologne