Hermann Giesecke

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Hermann Giesecke (born August 9, 1932 in Duisburg ) is a German educational scientist .

Giesecke studied history and Latin in Münster . From 1967 until his retirement in 1997 he taught as a professor for education , political didactics and social education at the University of Education in Göttingen , which was integrated into the University of Göttingen in 1978 .

Giesecke criticizes many current developments in pedagogy and the school as a zeitgeist aberration and calls for a return to the narrower tasks of the school in the classroom. Parents have to make their children capable of teaching and not transfer the education to the school. Giesecke thus falls back on theories of Theodor Wilhelm .

Giesecke's essayistic work condenses his basic stance, especially in his structured explanations, towards a professionalized pedagogical relationship, which, given the analysis of possible sources of abuse, is currently being actively received.

Professional educational action

Giesecke has described a systematic theory of professional, i.e. professional, educational action in order to offer the actors an instrument through which they can reflect on their behavior .

According to Giesecke (2015, p. 21f.), Educational action is a form of social action , i.e. action that is aimed at changing people or human relationships and conditions and oriented towards others. Therefore, there could be no “right” but only “appropriate” educational action. Giesecke further argues that there are always several possibilities for sensible educational action.

The main goal of pedagogical action is to enable learning as far as this is possible in awareness and in an argumentative exchange. Giesecke (p. 25) defines the term learning colloquially in this context: what you have learned is everything you know or can, what you didn't know or couldn't before . Pedagogical action reaches its limits where learning processes can no longer be brought into consciousness by argumentation or are no longer accessible to rational clarification , i.e. where what is expressed is no longer what is meant . From this, Giesecke (p. 27) concludes that pedagogically staged learning can basically only be cognitive learning based on understanding, thinking and consciousness. In his opinion, this also applies when it comes to social or emotional learning goals.

Learning in public institutions such as As in day-care centers , schools , youth centers or training centers for adults, serve the purpose of age to be (in the sense of Kant ) or to stay there. Educational action intervenes in independently running life stories.

If you follow Giesecke (p. 45f.) Further, the action does not form personalities or their educational histories, but is a service so that individuals can develop (further) through learning. Pedagogical action does not create people or give them their personality, but intervene and accompany people in their lives (p. 32).

Giesecke takes the view that educational action must see people and situations in a particular way. Because no person is just a learning being and no situation is just an educational one. It follows from these considerations that the professional educator must also master other forms of social action (political, administrative, economic and medical action).

He also describes the reflection of the action or the systematic expansion of the repertoire of ideas as a necessary counterpoint to action. He distinguishes between a closer reflection, which is related to the action situation, and another, which is identical to the progressive educational history of the professional educator.

Fonts (in selection)

  • Pedagogy - quo vadis? An essay on education in capitalism . Juventa, Weinheim / Munich 2009, ISBN 978-3-7799-2229-2 .
  • Education as a profession. Basic forms of pedagogical action . 12. revised Edition. Juventa, Weinheim / Munich 2015, ISBN 978-3-7799-3262-8 .
  • How do you learn values? Basics of social education . Weinheim / Munich 2005, ISBN 3-7799-1721-1 .
  • The education course. Orientation for the first semester . Stuttgart 2001.
  • Hitler's educators. Theory and Practice of National Socialist Education. 2., revised. Edition. Weinheim 1999.
  • What is the school for? The new role of parents and teachers . Stuttgart 1996.
  • The end of upbringing: new opportunities for family and school . Stuttgart 1985.
  • The conference as a place for political youth education: A contribution to the didactics of extracurricular political education . Kiel 1964, DNB 482377178 (Dissertation Uni Kiel, Philosophical Faculty, July 21, 1964).

literature

  • Shu-Mei Chang: Continuity and change in emancipatory pedagogy with Hermann Giesecke. In: Pedagogical Review. Volume 59, No. 4, 2005, pp. 451-465.
  • Christoph Johannes Eppler: Education in National Socialism: an analysis based on Hermann Giesecke's works “From the Wandering Bird to the Hitler Youth . Youth work between politics and education ”(1981) and“ Hitler's pedagogues. Theory and Practice of National Socialist Education ”(1993, 1999). Augsburg 2007, DNB 990152030 (Dissertation University of Augsburg 2007).

Web links

Individual evidence

  1. Christoph Tipker: Trust and distrust. Professional teacher action in religious education. In: Journal for Theology and Congregation . tape 20 , 2015, p. 104-120 .
  2. Education as a profession. 2015, accessed May 21, 2020 .