Hilbert Meyer

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Hilbert Meyer 2006

Hilbert Lühr Meyer (born October 2, 1941 in Lauenburg i. Pom. ) Is a German educator. From 1975 until his retirement in October 2009 he was professor for school education at the Carl von Ossietzky University of Oldenburg .

Career and life

Hilbert Meyer was born ten minutes after his identical twin brother Meinert Meyer (who was emeritus at the University of Hamburg until his death on November 9, 2018 ), on October 2, 1941, the fourth of six children in Lauenburg / Pomerania . Meyer's parents came from the Free State of Oldenburg ; The father, born in 1904 in a naval family loyal to the emperor, and who received his doctorate under Erich Rothacker in 1936 , had been appointed as a lecturer at the Lauenburg border university. After the end of the war, father Meyer became a teacher at the Oberschule Westerstede in 1947, a school councilor for the district of Ammerland in 1950 and, in 1956, a professor of school education at the educational college for agricultural teachers (dissolved in 1969) in Wilhelmshaven .

Meyer lived in Westerstede until he was 19 ; from 1948 to 1952 he attended the local elementary school, from 1952 to 1961 the high school of the district town. After he had passed the Abitur “with a bang and a bang”, in 1962 he made up his Graecum at the Bethel Church University near Bielefeld . Then he took up a teaching degree at the Oldenburg University of Education , which he completed in 1964 with the 1st state examination and the thesis The Relationship of Past, Present and Future in Schleiermacher's Concept of Education under the supervision of Werner Loch and Herwig Blankertz .

After three years in the teaching profession Meyer followed for doctoral studies his academic father Blankertz at the Free University of Berlin , where he and Frank Achtenhagen and Adolf Kell a HiWi filled -Job, and finally 1969 to the Westfälische Wilhelms-Universität Münster . Since his teaching degree was not recognized for the position he was aiming for as a research assistant , he first completed his Magister Artium in the subjects of Education, Philosophy and History with the Master's thesis The Didactic Concept of the Paris "Ecole Polytechnique" during the French Revolution in February 1970 and 1972 finally the Dr. phil. with the dissertation The Deduction Problem in Curriculum Research . Both papers were supervised by Blankertz, with Willi Oelmüller as the second reviewer for the dissertation .

After Hilbert Meyer had been a research assistant to the North Rhine-Westphalian minister of education from April 1972 to assist in the academic support of the college trial , again under Blankertz's direction, he finally took over a professorship (A4, later C4 ) at Carl von in February 1975 Ossietzky University of Oldenburg , to which the PH Oldenburg had just been expanded.

Besides Herwig Blankertz, the Meyer had remained until incorporated to his early death in 1983, took over the teaching methodology of the Bielefeld Theodor Schulze , a college friend Blankertz 'and like this a pupil Erich Weniger , the role of Meyer's "academic uncle" one, with which he also shares his fondness for Jutland .

to teach

Meyer became known above all through study books on didactics and school pedagogy, which are used particularly in preparatory work, as well as through the action-oriented staging of his lectures. He is an advocate of the one- phase teacher training that was temporarily implemented in Oldenburg in the 1970s and has supported and built up various reform pedagogical projects such as “Arbeitsstelle Schulreform”, “Oldenburg Team Research” and “Research Workshop for School Development and Teacher Training”. Meyer is a founding member of the educational science and didactic doctoral program Prodid and also works on the successor program Processes of Subject Didactic Structuring .

Action-oriented teaching

Hilbert Meyer represents action-oriented teaching with the following definition:

Definition No. 19: Action-oriented teaching is a holistic and student-active teaching in which the action products agreed between the teacher and the students guide the organization of the teaching process, so that the students' mental and manual work are balanced.
Definition No. 25: Action products are the material and spiritual results of the teaching work that can be published.

Perspective - major in computer science

At the INFOS 2017 in Oldenburg, Hilbert Meyer gave a presentation on the quality of teaching in the digital world on September 14, 2017 and called for the introduction of the compulsory subject - yes, the major subject of computer science in secondary level I. In addition, he demanded that the computer science subject didactics provide an educational theoretical basis for 21st century erects.


Lolation strategies

Meyer regularly included a nonsense section on “lolation strategies” in his publications : “You can find a short section on lolation strategies in any of my books since 1987, but no one has ever asked. In the 1986 encyclopedia of educational science, the expression also occurs in the keyword "teaching content". There is also an author named who is said to have developed the didactic concept of the lolation strategies: Reyem Treblih. “The lolation construction is used to encourage readers to read the printed texts critically and to test their attentiveness.

According to Meyer, he came up with the term in the early 1970s together with Andreas Gruschka at the University of Münster.

Twin swaps

Hilbert and his brother Meinert Meyer developed various jokes over the course of time from the fact that most people cannot visually distinguish the twins. So Meinert Hilbert took over the job in the scientific support of the collegiate schools in Münster, where the change of person was not noticed even after years. Every now and then the Meyers doubled each other on courses.


The following list is sorted chronologically by first publication date:

  • (as editor, with Frankhabenhagen :) Curriculum revision, possibilities and limits. Kösel, Munich 1971; DNB 456306013 (4th edition 1975)
  • The deduction problem in curriculum research. A contribution to the methodology of an educational discipline. Dissertation, Münster 1972; DNB 740978225
    • Reprint (with a foreword by Herwig Blankertz ): Introduction to the curriculum methodology. Kösel, Munich 1972, 2nd edition 1974; ISBN 978-3-466-30112-6
      • Italian translation 1977, 2nd edition 1979
  • Training program for learning objective analysis. Athenäum-Fischer-Taschenbuch-Verlag, Frankfurt (am Main) 1974; 13th edition Weinheim 1994; ISBN 978-3-89547-055-4
  • Lesson preparation guide . Cornelsen Scriptor, Berlin 1980 (first publication Oldenburg 1979), 12th edition from 1993; ISBN 3-589-20969-0 (for a new guide, see 2007)
  • (with Karsten Friedrichs and Eva Pilz :) Teaching methods. Oldenburg 1982; DNB 820996416
  • (as editor, with Hans-Dieter Haller :) Encyclopedia Erziehungswissenschaft, Vol. 3: Aims and contents of education and upbringing. Klett-Cotta, Stuttgart 1986, 2nd edition 1995; ISBN 978-3-12-932230-7
    • therein: Hilbert Meyer: Keyword "Lesson content " , pp. 632–640
  • Teaching methods, I: Theory volume . Cornelsen Scriptor, Frankfurt / M. 1987, 6th edition 1994; ISBN 978-3-589-20850-0
    • Licensed edition Darmstadt 2003; 16th edition Cornelsen, Berlin 2016; ISBN 978-3-589-01791-1
    • Japanese translation 1998, 2nd edition 1999
    • Chinese translation 2011, 2nd reprint 2012
  • Teaching Methods, II: Practice Volume . Frankfurt / M. 1987, 6th edition 1994; ISBN 3-589-20851-1
    • Licensed edition Darmstadt 2003; 15th edition Cornelsen, Berlin 2015; ISBN 978-3-589-01742-3
    • Japanese translation 2004, 2nd edition 2005
    • Chinese translation 2011, 3rd reprint 2013
  • (with Mariechen Lüpkes :) The garbage book. Proposals for interdisciplinary teaching on the subject of "waste recycling". Oldenburg 1989, 2nd edition 1994; ISBN 978-3-8142-0484-0
  • (as editor, with Arnulf Hopf): Developments in teacher training. Center for Pedagogical Professional Practice, Oldenburg 1988; DNB 900331275
  • (with Werner Jank :) Didaktische Modelle , preliminary draft Oldenburg 1990, Cornelsen Scriptor, Frankfurt 1991, 4th edition Berlin 1997, 11th edition 2015; ISBN 978-3-589-01743-0
    • Swedish partial translation (Chapters 1–3) 1997
    • Serbian partial translation (Chapter 4) 1998
    • Danish translation 2006, 2nd edition 2009
    • Slovenian translation 2006
  • (with Johannes Greving and Liane Paradies :) Group lessons. Oldenburg 1993, 6th edition Didaktisches Zentrum Oldenburg 2001; DNB 965103625
  • (with Liane Paradies :) Action-oriented teaching. Oldenburg 1993; DNB 940628791
  • (with Liane Paradies :) Plea for a variety of methods in teaching. Oldenburg 1993, 5th edition Didaktisches Zentrum Oldenburg 2001; DNB 965103684
  • (with Liane Paradies :) body language in class. Oldenburg 1993, 10th edition Didaktisches Zentrum Oldenburg 2005; DNB 979127688
  • (with Liane Paradies :) Make frontal teaching more lively. Oldenburg 1994, 9th edition Didaktisches Zentrum Oldenburg 2003; DNB 968361889
  • (with Mats Ekholm, Peter Meyer-Dohm , Michael Schratz and Anton Strittmatter :) Effectiveness and future of teacher training in North Rhine-Westphalia. Concept Verlag, Düsseldorf 1995
  • (with Wolfgang Fichten, Ina Ulrich, Johannes Greving and Andreas Feindt :) Teachers research their lessons - students research schools. Oldenburg forms No. 250/1995, Center for Pedagogical Professional Practice Oldenburg
  • (with Günter Ulrich :) What is a learning school? Didactic Center Oldenburg 1996; DNB 948657634
  • (with Dorothea Vogt :) School Pedagogy, Volume I: People first. University edition in the Center for Pedagogical Professional Practice Oldenburg 1997; DNB 951046535
  • (with Dorothea Vogt :) School pedagogy, Volume II: Schools develop. University edition in the Center for Pedagogical Professional Practice Oldenburg 1997; DNB 951652400
  • School pedagogy I: For beginners . Cornelsen Scriptor, Berlin 1997; ISBN 978-3-589-21145-6
  • School pedagogy II: For advanced learners . Cornelsen Scriptor, Berlin 1997; ISBN 978-3-589-21146-3
  • (with Irmgard Jacobs :) ASP scripts: 15 lessons for action-oriented preparation for the general school internship. Oldenburg 1999, 3rd edition Didaktisches Zentrum Oldenburg 2002; DNB 966107969
  • Guide to school (program) development. Oldenburg 1999, 4th edition Didaktisches Zentrum Oldenburg 2002; DNB 966107829
  • (with Andreas Feindt :) Professionalization and research. Oldenburg, Center for Pedagogical Professional Practice 2000
  • Door handle didactics. Essays on didactics, methodology and school development. Cornelsen Scriptor, Berlin 2001; ISBN 978-3-589-21454-9
    • Croatian translation 2002
  • (with Hanna Kiper and Wilhelm Topsch :) Introduction to school pedagogy. With two contributions by Renate Hinz. Cornelsen Scriptor, Berlin 2002
  • (as editor, with Alexandra Obolenski :) Research-based learning. Theory and practice of professional teacher training. Klinkhardt, Bad Heilbrunn 2003, 2nd edition Oldenburg 2006; ISBN 978-3-8142-2005-5
  • Characteristics of good teaching. Empirical findings and didactic advice. North German GÜTE consortium; Didactic Center Oldenburg 2003; DNB 968730620
  • (with Hanna Kiper, Wolfgang Mischke and Franz Wester :) Quality development in teaching and school. The Oldenburg concept. Didactic Center Oldenburg 2003, 3rd edition 2004
  • What is good teaching? . Scriptor, Berlin 2004, 11th edition 2016 ISBN 978-3-589-22047-2
    • Danish translation 2005
    • Croatian translation 2005
    • Chinese translation 2011, 6th reprint 2016
    • Korean translation 2011
    • Arabic translation 2015
  • (with Helmut Bülter :) What is a climate conducive to learning? , in: Pedagogy , 11/2004
  • (with Andreas Feindt and Wolfgang Fichten :) Sketch of a theory of lesson development. Didactic Center Oldenburg 2006; DNB 981576133
  • (as editor, with Andreas Feindt :) Good teaching. Friedrich Verlag (annual booklet XXV), Seelze 2007, 2nd edition 2007
  • (with Meinert Meyer :) Wolfgang Klafki . Didactics for the 21st century? Beltz, Weinheim / Basel 2007; ISBN 978-3-407-25461-0
  • Exercises for good teaching. A handout for training and further education. Friedrich, Seelze 2007; DNB 986592838
  • Lesson Preparation Guide (the new guide; completely revised). Cornelsen scriptor, Berlin 2007, 8th edition 2016; ISBN 978-3-589-22458-6
    • Chinese translation 2011, 3rd reprint 2013
  • (as editor :) Small research on self-regulation in mixed-year classes. Didactic Center Oldenburg 2007; DNB 986164933
  • (with Martin Allespach , Lothar Wentzel and a foreword by Peter Faulstich :) Political adult education. A subject-scientific approach using the example of the trade unions. Schüren, Marburg 2009, 2nd edition 2017; ISBN 978-3-89472-223-4
  • (with Wolfgang Fichten :) Introduction to school action research. Objectives, procedures and results of a BLK model test. Didactic Center Oldenburg 2009; DNB 996967982
  • (with Reinhard Demuth :) Developing and evaluating lessons. Specialized didactics for school administrators. School Management Handbook Issue 132, Oldenbourg, Munich 2009; ISBN 978-3-637-91309-7
  • (with Reinhard Demuth :) Lesson development in specialist teaching. Specialized didactics for school administrators. School management manual booklet 133, Oldenbourg, Munich 2010; ISBN 978-3-637-91309-7
  • (with Catherine Walter-Laager and Manfred Pfiffner :) Guide for teachers in elementary education. Cornelsen, Berlin 2012; ISBN 978-3-589-24629-8
  • (with Sylvia Jahnke-Klein :) Creative methods for seminar and lesson design. Didactic Center Oldenburg 2012; DNB 1030330093
  • (with Uta Oelke :) Didactics and methodology for teachers in nursing and health professions. Cornelsen, Berlin 2013; ISBN 978-3-06-450054-9
  • Lesson development. Cornelsen, Berlin 2015; ISBN 978-3-589-22473-9
    • Danish translation 2016
  • (with Nobuyuki Harada :) Make learning visible. Airi Verlag, Kyoto 2016
    • therein: Essay Meyer No. 137: It's all about teaching. Learning to interpret Hattie's data. Pp. 19-38

Web links

Individual evidence

  1. ^ Meinert Meyer on the website of the University of Hamburg.
  2. a b c Satisfactory work in collapsing new buildings , autobiographical gloss by Hilbert Meyer at the University of Oldenburg.
  3. a b c Scientific career of Hilbert Meyers, University of Oldenburg.
  4. ^ Wording by Hilbert Meyers on September 29, 2017.
  5. Meyer, 1988, p. 214.
  6. Meyer, 1989, p. 158.
  7. ^ Symposium of the computer science specialist committee and school of the society for computer science. Retrieved September 24, 2017 .
  8. ↑ Quality of teaching in the digital world
  9. Major in computer science in lower secondary level
  10. Interview by "Forum Schule" with Hilbert Meyer  ( page no longer available , search in web archivesInfo: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. (PDF; 2.3 MB).@1@ 2Template: Toter Link / www.partner-fuer-schule.nrw.de  
  11. Jank / Meyer 2002, p. 310; The LISA research project (lolalization strategies in everyday school life) starts at the University of Oldenburg in 2004; see. also the critical comment in Baumert: "PISA meets LISA" (2004), found in: Meyer, 2004, p. 109.
  12. Lola Transportation Strategies , Hilbert Meyer at the University of Oldenburg.