Hugo Gaudig

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Hugo Gaudig in front of his desk in the rector's room of the Second Higher Girls' School in Leipzig
Commemorative plaque of the city of Leipzig for Hugo Gaudig, school building on Gaudigplatz

Friedrich Eduard Hugo Gaudig (* December 5, 1860 in Stöckey ; † August 2, 1923 in Leipzig ) was a reform pedagogue of the "labor school movement" together with Charlotte Müller , Otto Scheibner and Waldus Nestler , and the headmaster of a girls' college in Leipzig.

Life

The son of the Evangelical Lutheran country pastor and school inspector Dagobert Eduard Ferdinand Gaudig (1830–1904; originally presumably: Grandig) and his wife Ottilie (1830–1887) graduated from the grammar school in Nordhausen in 1879 , after having attended the village elementary school for seven years until 1874 had visited his birthplace Stöckey. In his writing “What did the day bring me?” He describes the teachers in his village school who were important and formative for him and who became role models for him because they were permanent personalities in the village. After studying theology, ancient philosophy and modern languages ​​in Halle and completing his doctorate in 1883 on "The Basic Principles of Schopenhauer's Aesthetics", Gaudig became a trial teacher at the Francke Foundations in Halle / Saale in 1886 and was a member of the educational seminar there under the Herbartian Otto Frick . In the following year, in which his mother Ottilie also died, he became a senior teacher at the Realgymnasium in Gera. A year later, in 1888, he married Marianne Burghardt. The marriage resulted in 3 girls: Germanist Anneliese Schulze-Gaudig (1893–1970), doctor Ruth Weise-Gaudig (1895–1878) and educator Rosemarie Sacke-Gaudig (1904–1997). In 1896 he returned to the Francke Foundations as director of the secondary girls 'school and the teachers' college. In 1900 he moved to Leipzig to the municipal high school for girls, which was connected to a teacher seminar in the same year. As a result of the success of his new teaching methods, the number of female students rose by leaps and bounds, so that Gaudig suggested the establishment of a branch. In 1907 he moved with an electoral college and the teachers' seminar into the imposing building complex of the newly founded Second Municipal Higher School for Girls, built by Otto Wilhelm Scharenberg in the neo-renaissance style, which he expanded into the practical center of his reformed education. Incidentally, he appeared as an opponent of co-education , since he saw the direct learning competition between girls and boys jeopardized the by no means established right of women to higher education and vocational training.

Gaudig was awarded the title of professor. He also received the title of school councilor. In 1908 he became a member of the Erfurt Academy for Non-Profit Science . He turned down the appointment to the Saxon Ministry of Culture and the professorship for educational sciences at the University of Leipzig , which he had proposed to succeed Eduard Spranger , in favor of his practical work at school.

Nevertheless, the school administration often called on him as an expert on issues relating to higher education for women. Gaudig represented his educational ideas journalistically, in numerous lecture tours at home and abroad and before educational professional associations. His school became a place of pilgrimage for innumerable interns from home and abroad. After the First World War it was considered the center of German reform pedagogy.

Reform pedagogy

Building of the former first girls' school with a seminar for teachers on Gaudigplatz in Leipzig
Hugo Gaudig and his teaching staff in 1912

Gaudig is classified narrowly in the group of work educators. The central concept of his work pedagogical concept is not the education to become a citizen, but the principle of self-activity , which, in contrast to Georg Kerschensteiner , with whom he was critical, he did not understand primarily practical activity, but as free intellectual school work . With his idea of free intellectual school work or activity , he placed particular emphasis on the student's self-activity or self-determination (with regard to goal, path, means, step, result of the work ):

The only difficulty is how to awaken the child's independence. This can be done by the child's own impulse of the will or by the thing itself. The pupil's self-activity cannot be the goal of school education, which can only be achieved after years of effort, but must start from the first day of school: for 'Self-activity should not be: a wild approach of the mind on its object, but a prudent, orderly one Procedure ' .

As a result, for him the learner's method was the crucial moment in learning. Division of labor is a didactic and methodological term that Hugo Gaudig developed to a large extent, which is still important today for concepts and methods of group work and project learning . Division of work means that the learners set different thematic priorities of a joint work project and try to solve these independently in the group. According to Gaudig, the division of labor must always lead to the working group - that is, the joint evaluation or comparative consideration in a joint discussion. In this respect, he can also be understood as the founder of communicative didactics . A central concept of his personality education is the "I of longing". Man has the possibilities of a fully developed personality. Every education, also school, has to serve the realization of this goal.

Gaudig propagated the educational value of language and developed the concept of the "German school", which he later expanded to become the "German cultural school". This aspect of his work is still largely unexplored.

After Hugo Gaudig's death

Building of the former Second Girls' School with a seminar for teachers (from 1927: Gaudig School) in Leipzig

In 1927, the second secondary school for girls was renamed "Gaudig School". Hugo Gaudig's didactic concept of free intellectual work and his personality pedagogy, which emphasized individuality and taught people to think independently, were a thorn in the side of the two dictatorships in Germany. In 1933 the Nazi regime forbade the Gaudig School in Leipzig from outside educational activities and tried to ideologically infiltrate the teaching staff. In the GDR, after an initial reorganization of the Gaudig School in the course of the ideologization of all areas of life, reform education was increasingly defamed as bourgeois, reactionary. The school, long expelled from its impressive school building, had to give up the name Gaudig and was finally closed in 1951 as the Oberschule Nord .

Today a school in Berlin bears Gaudig's name. In the cities of Berlin , Bielefeld , Dortmund , Haan , Oldenburg and Soltau , streets are named after Hugo Gaudig. In Leipzig, by resolution of the city council on May 18, 2011, the former Schletterplatz in the Mitte district, Zentrum-Süd district, was renamed Gaudigplatz.

Quotes

From a farewell speech by Hugo Gaudig to his college graduates before 1923:

“We don't want to blame you if you boys, who have to bear the burden of the future together, join together in various associations, if you lead a community life from which new thoughts, perhaps saving ones, are born. What the 'youth movement' has produced so far seems to me essentially worthless. Perhaps right now you think that is the opinion of an old man, an old man. This final hour is not the time when I am justifying my position. Just one thing should be said: the whole youth movement is permeated by the longing for 'leaders', for the 'leader'. What a disaster!

The youth of the 'youth movement' calls for self-responsible action and ends up submitting to the authoritarian will of a leader! It will depend on him, the Führer, what will become of our people in the future; So the youth steals from their hearts the feeling of self-responsibility, the will to a common action, to which each individual contributes his best, in which each individual does not wait for the command of the leader, but obeys the command of his heart. "

Monographic works

  • Speech at the second centenary celebration of the Francke Foundations in the auditorium of the secondary school for girls. Hall a. S.: Orphanage printing house., 1898.
  • Didactic heresies. Teubner, Leipzig 1904.
  • Girls high school system. (= The general basics of contemporary culture). Leipzig 1906.
  • For the further training of the students of the secondary girls' school . Quelle & Meyer, Leipzig 1906.
  • Didactic preludes. Leipzig: Teubner, Leipzig 1909.
  • On the redesign of the higher girls' school system in the Kingdom of Saxony . Bär & Hermann, Leipzig 1911.
  • Outlook into the future of the German school ; Accompanying word to the third edition of the Didactic Heresies. Teubner, Leipzig et al. 1915.
  • German people - German school !: Paths to national unity. Quelle & Meyer, Leipzig 1917.
  • The primary school teacher seminar of the future as a German school. Union Deutsche Verlag-Ges., Berlin 1917.
  • The school in the service of the developing personality. Volume 1, Quelle & Meyer, Leipzig 1917.
  • The school in the service of the developing personality. Volume 2, Quelle & Meyer, Leipzig 1917.
  • School reform ?: Thoughts on reforming reforming. Quelle & Meyer, Leipzig 1920.
  • On the way to the new school: trials and results. Jaeger, Leipzig et al. 1921.
  • as publisher: Free intellectual school work in theory a. Practice . Wroclaw 1922.
  • School and school life. Quelle & Meyer, Leipzig 1923.
  • What made the day to me . Teubner, Leipzig et al. 1923.
  • The idea of ​​personality and its importance for pedagogy. Reprograph. Reprint d. Edition Leipzig 1923. - Quelle & Meyer, Heidelberg 1965.
  • Free intellectual school work in theory and practice. Shepherd, Breslau 1925.
  • Parental home and school as an educational community. Teubner, Leipzig 1929.

literature

  • Jonas Flöter, Christian Ritzi (ed.): Hugo Gaudig - School in the service of free intellectual work. Representations and documents . Klinkhardt, Bad Heilbrunn 2012, ISBN 978-3-7815-1872-8 .
  • Josef Hock: Hugo Gaudig. In: Pharus. 20th year 1929, 1st half year, ZDB -ID 534223-5 , pp. 259-273.
  • Heinrich Kautz:  Gaudig, Hugo. In: New German Biography (NDB). Volume 6, Duncker & Humblot, Berlin 1964, ISBN 3-428-00187-7 , p. 94 f. ( Digitized version ).
  • Leopold Kratochwil: Pedagogical action with Hugo Gaudig, Maria Montessori and Peter Petersen . Auer, Donauwörth 1992.
  • A. Kruschwitz: The “work school” as a technical problem in education and Hugo Gaudig's principle of “free intellectual work” as an attempted solution. Study of a critical didactics on a phenomenological basis . (= On Pedagogy of the Present. Volume 50). Schlimpert, Dept. Bleyl & Kaemmerer, Meißen approx. 1924.
  • Ilka Lenze (arrangement): Estate of Hugo Gaudig (1860–1923) (= finding aids from the archive of the library for research on the history of education). Edited by the library for research on the history of education of the German Institute for International Educational Research. DIPF, Berlin 2010, ISBN 978-3-88494-248-2 .
  • Cornelius Marx: Hugo Gaudig's personality pedagogy: in systematic presentation and critical appreciation . Schöningh, Paderborn 1924.
  • Karin Müller: The importance of self-employment in Hugo Gaudig's work school (1860–1923). In: Astrid Kaiser, Detlef Pech (Hrsg.): History and historical conceptions of general teaching . Baltmannsweiler 2004, pp. 110-112.
  • Sebastian Examiner: Hugo Gaudig; Contributions to the 150th birthday of the Leipzig reform pedagogue . Projekt-Verlag Cornelius, Halle 2010, ISBN 978-3-86634-938-4 .
  • Alfred Rach: Biographies on the German educational history . Einheim / Berlin 1968, p. 299 f.
  • Albert Reble: Hugo Gaudig. A pioneer of modern experiential education? (= Pioneer of modern experiential education. Volume 13). Neubauer, Lüneburg 1989.
  • School Museum Leipzig (Hrsg.): Hugo Gaudig - architect of a school of freedom. Festschrift for the International Symposium on the occasion of his 150th birthday , Leipzig School Museum - Workshop for School History, Leipzig 2010, ISBN 978-3-00-033529-7 .
  • Hermann Weimer: History of Pedagogy. Berlin 1956, p. 157 f.

University theses:

  • Bärbel Lohse: Hugo Gaudig's personality education . Inaugural dissertation, Erlangen 1978.
  • Siegfried Möller: The lesson with Hugo Gaudig. Shown using the example of geography . Oldenburg University of Education 1957.
  • Helmut Ott: The position of geography and local history lessons with Berthold Otto - Hugo Gaudig . Oldenburg University of Education 1961.
  • Elke Schermer: The conversation in class with Hugo Gaudig and Berthold Otto . Oldenburg University of Education 1965.
  • Mechthild Schumacher: The conversation in reform pedagogical thinking and its practice with Berthold Otto, Hugo Gaudig and their students. A comparative consideration . Oldenburg University of Education 1970.
  • Karin Siegwald: The principle of "free intellectual activity" as defined by Hugo Gaudig. Analysis of contemporary teaching reports . Oldenburg University of Education 1969.
  • Silke Teebken: Georg Kerschensteiner's and Hugo Gaudig's idea of ​​a work school . Oldenburg University of Education 1984.
  • Heidrun Ukena: The image of the pupil in Hugo Gaudig's work and the principle of “free intellectual activity” . Oldenburg University of Education 1966.
  • Johanna Welz: The educational and didactic importance of homework with Hugo Gaudig . Oldenburg University of Education 1962.
  • Manfred Zick: About self-employment with Georg Kerschensteiner and Hugo Gaudig . Oldenburg University of Education 1969.
  • Alida Zigmunde: Hugo Gaudig. Pedagogical concept and his visit to the Baltic States in 1922. A historical snapshot . Technical University Publishing House, Riga 2010, ISBN 978-9934-10-051-2 .

Web links

Individual evidence

  1. ↑ Village chronicle and parish register of the community of Stöckey (Sonnenstein)
  2. ↑ Rach 1968, p. 299.
  3. ↑ Andreas Pehnke: Hugo Gaudig (1860-1923) . In: Institute for Saxon History and Folklore (Ed.): Saxon Biography .
  4. ^ Building on Gaudigplatz, today the seat of the Evangelical School Center
  5. ↑ Leipzig-Gohlis, Döllnitzer Str. (Now Lumumbastr.) 2
  6. ↑ Lexicon for Pedagogy. Freiburg im Breisgau 1972, p. 63.
  7. ↑ quoted from Weimer 1956, p. 158.
  8. ↑ Hock 1929, p. 269.
  9. ↑ hugo-gaudig-schule.de
  10. ↑ Council meeting of May 18, 2011 (resolution no. RBV-822/11), official announcement: Leipzig Official Gazette no. 11 of June 4, 2011, in force since July 5, 2011 and August 5, 2011. Cf. Official Journal No. 16 of September 10, 2011.
  11. ↑ Hugo Gaudig: What the day brought me. GB Teubner, Leipzig / Berlin 1923, p. 93.
personal data
SURNAME Gaudig, Hugo
ALTERNATIVE NAMES Gaudig, Friedrich Eduard Hugo (full name)
BRIEF DESCRIPTION German reform pedagogue, school director in Leipzig
DATE OF BIRTH December 5, 1860
PLACE OF BIRTH Stockey
DATE OF DEATH August 2, 1923
Place of death Leipzig