Klippert studied economics , received his doctorate as Dr. rer. pole. and then worked briefly as a teacher and in teacher training . From 1977 he was a lecturer at the educational science training institute of the Protestant Churches in Rhineland-Palatinate (formerly: Teacher Training Institute of the Protestant Churches in Rhineland-Palatinate ) in Landau in the Palatinate .
At Klippert, method training means practicing elementary learning and working techniques: Obtaining, recording and processing information. It also means promoting communication, team development and ultimately school development. Several German and Austrian federal states refer to Klippert's approaches in teacher education and training.
Klippert's work is controversial in the scientific discussion. It is questioned whether the training of "methods" is actually possible. Research on the problem of the often inadequate transfer of what has been learned to application situations makes it appear problematic whether there are actually “ generic ” methods of learning and information retrieval with which people acquire knowledge. There is also a lack of empirical evidence of the success of “method training”. Some authors see the success of Klippert as being due to the fact that the education system is completely overwhelmed by today's, often desolate teaching situation and therefore turns to all authors and trainers who promise to alleviate their suffering. "Contrary to all [sic!] Statements of his approach, the content still determines the methods and not the other way around". Klippert refers to an evaluation study commissioned by the Bertelsmann Foundation. However, this study does not meet scientific standards, nor were the actual effects of the method training measured. In addition to measuring problems of success, the right time for the recommended learning methods in everyday pedagogical life is also difficult to estimate. In a Zeit interview, Klippert recommends that teachers leave the often chosen role of solo entertainer. Instead, teachers should, in the sense of the learning spiral, motivate students to help each other, to clarify terms and to work out the essentials. Then they should summarize the content or give a lecture to a random partner via lottery ticket. However, this assumes that teachers correctly recognize complex group dynamic processes for the use of this method and that the students are of good will. If these assumptions are not correct, the application of the method can quickly lead to excessive demands on both students and teachers.
- Literature by and about Heinz Klippert in the catalog of the German National Library
- The discussion about Klippert's method training
- Encounter with Klippert (field of work "educational school development", interview, method overview, books)
- Program of the “Dr. Klippert Academy "
- Christiane Grefe: Copies are welcome. High school teachers discover teamwork , Die Zeit 08/2002
- - 73.0kb Rosemarie Straub and Eugen Troendlin: The method foams; in: GEW -BLZ No. 06/2005 ( Memento of the original from October 20, 2013 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.
- Andreas Vogel: "Insane method or method insanity?" In: B. Wisniewski, A. Vogel: School on astray - myths, errors and superstitions in education. Schneider, Baltmannsweiler 2013, ISBN 978-3-834-01256-2
- - Martin Spiewak, School is clipping ; in: Die Zeit, Volume 2006, Issue 14
|BRIEF DESCRIPTION||German educator / methodologist|
|DATE OF BIRTH||1948|
|PLACE OF BIRTH||Steina-Willingshausen|