Jenaplan

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The Jenaplan is a school development concept that was conceived and established by pedagogue Peter Petersen in 1927. The term was coined by the members of the London committee in preparation for the IV. Session of the New Education Fellowship in Locarno in 1927 . Petersen's concept originated at the University of Jena (hence the name), where he had taken on a chair for educational science.

Mark

The core ideas are independent work, collaborative work and life, and shared responsibility between pupils and parents.

To form:

  • Work: core teaching (interdisciplinary), free work (free choice of subject), course teaching (subject teaching)
  • Celebration: Morning party, weekend party, birthday party, admission party for school beginners, etc.
  • Discussion: Circle discussion, reporting group, lecture, debate, etc.
  • Play: promotes the development of younger children, teaches rules for social behavior, promotes attention (free play, study, breaks, gymnastics, drama)

Redesign of everyday school life:

  • Cross-year learning groups ( core groups ) instead of year classes,
  • Weekly work schedule (see weekly schedule lesson ) instead of the usual 45-minute grid (Petersen: "scrap schedule "),
  • the focus is a daily group lesson lasting 100 minutes,
  • independent thinking and acting with mutual help,
  • interdisciplinary work in projects,
  • To ensure the minimum knowledge, tight and course-based courses,
  • instead of grades, a work and performance report with three evaluation criteria, whereby self-control at the work and also assessment of comrades are sought,
  • regular monthly celebrations (students, teachers, parents celebrations),
  • School room designed by the children (school living room).

Content

Petersen submitted the draft for this school in 1927 with the claim: "The Jena plan is a starting point for new school life."

The basic unit is not “classes” of age groups, but “core groups” that are grouped together across all age groups. This allows more diverse educational opportunities, for example the system of helpers among the students and the differentiation of the teaching work is strengthened. The division into multi-year core groups relieves the school work from the turn of the year and thus also from the annual "transfers". The students are judged, but no longer sorted out against each other. The weekly schedule eliminates the rigid division into specialist hours. Independent group work is the most common way of working. Parents are seen as an important part of the school community.

Petersen calls the regular school celebrations a "purifying event for all participants". According to Jaap Meijer, celebrations in Jenaplan schools take place in an awareness of universal humane values.

The basic principles of the Jenaplan

In the Utrecht seminar for Jenaplan pedagogy, the 20 general principles of the Jenaplan concept emerged from teaching practice by university teachers and teachers. The theory for this arose as a non-personal joint effort, taking into account the social realities of “changed childhood”.

Kees Vreugdenhil and Kees Both , two of the most prominent exponents of the Jenaplan concept, expressly point out that the 20 principles must not be dogmatized, but rather remain recognized due to the current sociocratic approval as long as they can be declared and recognized as valid. The Jenaplan School of today is intended to be a “school on the way” in its self-image that does not want to overestimate itself. The basic principles deal with the concept of human beings, coexistence and the school and can be seen as an approach to a new educational philosophy that provides essential impulses for thinking about the orientation of education and teaching in every school. These basic principles are the core and starting point for the elaborated overall concept Jenaplan 21, which has been completely renewed compared to the traditional Jenaplan. The Jenaplan makes children's rights in the basic statements and practical design of schools and lessons the central point of reference. For Peter Fauser, the first Jenaplan school (from Schj. 1924/25) can be seen as an exemplary and trend-setting realization of contemporary democratic-pedagogical thinking based on human rights.

How every school that works according to the Jenaplan concept spells out the basic principles structurally and didactically is up to you.

About Man (Basic Principles 1-5)

  • 1. Everyone is unique. That is why every child and every adult has an irreplaceable worth and dignity of their own.
  • 2. Regardless of their ethnic origin, their nationality, their gender, their social environment, their religion, their outlook on life or their disability, every person has the right to develop their own identity through the greatest possible degree of independence, critical awareness, creativity and social justice.
  • 3. In order to develop their own identity, every person needs relationships to the sensually perceivable (nature, culture, fellow human beings, etc.) and to the non-sensually perceptible reality.
  • 4. Everyone is always recognized as a person in their entirety. This is how he is met whenever possible, and that is how he is treated.
  • 5. Everyone is seen as a bearer and innovator of culture. This is how he is met whenever possible, and that is how he is treated.

About Society (Basic Principles 6-10)

  • 6. People should work on a society that respects the irreplaceable worth and dignity of each individual.
  • 7. People should work on a society that offers opportunities and incentives for everyone's identity development.
  • 8. People should work on a society in which differences and changes are dealt with fairly, peacefully and constructively.
  • 9. People should work on a society that treats the earth and space with full respect and care.
  • 10. People should work on a society that uses natural and cultural resources with full responsibility towards future generations.

School (Basic Principles 11-20)

  • 11. The school is a relatively autonomous, cooperative organization of all parties involved. It is influenced by society and also influences it itself.
  • 12. In school, adults have the task of making the statements made above about people and society the pedagogical starting point for their actions.
  • 13. In school, the learning content is taken from the world of life and experience of the children as well as from the cultural assets that are considered to be important means for the development of the person and society described here.
  • 14. In school, lessons are carried out in “pedagogical situations” and with pedagogical means.
  • 15. In school, lessons are structured in a rhythmic alternation of the basic educational forms (“basic activities”), conversation, play, work and celebration.
  • 16. In school, learning from one another and caring for one another is stimulated by a heterogeneous grouping of children according to age and level of development.
  • 17. In school, independent work, developing lessons and playful learning take place in a rhythmic alternation; they are supplemented by more strongly guided and accompanied learning activities.
  • 18. In school (especially in the area of ​​“world orientation”) research and discovery learning as well as group work have a central position.
  • 19. In school, a child's behavior and performance are assessed as far as possible on the basis of their own development and only after a conversation with the child concerned.
  • 20. At school, change (and improvement) is seen as a never-ending process. This process is controlled by a consistent interaction between acting and thinking.

criticism

According to Jürgen Oelkers , who criticizes Petersen's role at the time of National Socialism , the Jenaplan's focus is not on independence or experience, nor on democratic co-determination or even just one form of comprehensive teaching, but on the community because of which education should take place. Petersen is not concerned with promoting emancipation, but with popular education that enhances the importance of schools.

In contrast, Wolfgang Keim says about the Jenaplan concept: “Questions about school life, musical education or practical learning; where new forms of teaching are discussed, they tend towards experience and less towards insight, understanding or discursive skills ”. The "atmosphere in the class as a school living room, school life with games and celebrations or the school rules based on the example of the patriarchal family" are emphasized. In deliberate contrast to this, Jenaplan 21 by Kees Both supports with its comprehensive quality feature "critical awareness" - in carefully balanced connection with the other criteria of a humane school - teaching that fully meets the emancipatory demands of modernity.

It is criticized that Peter Petersen's basic National Socialist attitude determined his work in many ways and is expressed in it. Often his statements largely agree with Adolf Hitler's views on questions of education and upbringing. “It is a great political education, geared towards the same goal: the national community. Because everything should, according to the guiding words of the Führer, be made to serve the renewal, the preservation and the increase in performance of the people. This again sets a primary goal of education and upbringing, pointing out of the völkisch turmoil towards national unity, from a time that triggered and disintegrated the people into a community-building epoch. From this experience and the co-creation of this work, the next, already recognizable driving forces of German education will come. In the middle are the questions of discipline and order, responsibility and leadership. "

Harald Ludwig, on the other hand, writes about Petersen in his short biography: “During the rule of National Socialism in Germany he was able to continue his work in Jena with restrictions. Despite some external adjustments he made the ethical substance of his educational thinking, the despised in stark contrast to humans racism of the Nazi regime was not on. "His humane school practice was also in the years of National Socialism students from Jewish, communist and social democratic parental homes . Even after decades, these and children with disabilities rate the "Petersen School" as a protection in this situation and appreciate Petersen's importance for their lives.

Schools with Jenaplan pedagogy

Jenaplan school on the Tatzendpromenade in Jena

The Society for Jenaplan Education in Germany lists 68 Jenaplan schools on its website, including the Jenaplan School Jena and the Jenaplan School Rostock , which are both state schools and were awarded the German School Prize in 2006 and 2015 respectively. Private schools that are based on Jenaplan include the Free Comenius School Darmstadt , the Labor School Dresden , the Jenaplan School Nuremberg and the Jenaplan Gymnasium Nuremberg . Most of the Jenaplan schools are in the Netherlands. Most of the 230 Jenaplan schools in the Netherlands are "primary schools" (ages 4–12), but there are also an increasing number of secondary schools. There are eight Jenaplan schools in Austria.

swell

  • Peter Petersen: The Small Jena Plan. ISBN 3-407-22080-4 .
  • Peter Petersen: Pedagogy of the Present. A handbook of the new educational science and pedagogy. (2nd ed. Of pedagogy ). Berlin 1937.
  • Kees Both: Jenaplan 21. (3rd edition 2015) ISBN 978-3-89676-336-5 .

literature

  • Dietrich Benner , Herwart Kemper : Theory and history of reform pedagogy. Part 2: The educational movement from the turn of the century to the end of the Weimar Republic. Beltz, Weinheim and Basel 2003, ISBN 978-3-407-32107-7 .
  • Kees Both, Oskar Seitz (Ed.): Jenaplan 21. School development as an educationally oriented concept development. Schneider Hohengehren, 2010, ISBN 978-3-89676-336-5 .
  • Robert Döpp: "... somehow right in the middle ...": "Jena plan" under National Socialism. A contribution to the "everyday history" of the Nazi era . In: Uwe Hoßfeld , Jürgen John, Oliver Lemuth, Rüdiger Stutz (eds.): "Combative Science". Studies at the University of Jena under National Socialism , Cologne, Weimar 2003, pp. 794–821.
  • Hartmut Draeger: The Dutch Jenaplan. Contribution to school renewal in Europe . In: Children's life. Journal for Jenaplan Pedagogy , Issue 16, Dec. 2002, pp. 34–46 & 61–71.
  • Harald Eichelberger, Marianne Wilhelm (ed.): The Jenaplan today. Pedagogy for the school of tomorrow. , Studien Verlag, 2000, ISBN 3-7065-1310-2 .
  • Peter Fauser (Ed.), Jürgen John (Ed.), Rüdiger Stutz (Ed.), Christian Faludi (Assoc.): Peter Petersen and Jenaplan Pedagogy. Historical and current perspectives. Franz Steiner Verlag, Stuttgart 2012, ISBN 978-3-515-10208-7 .
  • Herwart Kemper: How alternative are alternative schools? , ISBN 3-89271-286-7 , pp. 102-120.
  • Timo Jacobs & Susanne Herker (eds.), Jenaplan pedagogy in conception and practice. Perspectives for a modern school. A workbook (with over 50 articles, 550 pages) Baltmannsweiler 2018. ISBN 978-3-8340-1716-1 .
  • Ralf Koerrenz & Will Lütgert (eds.): Jena plan. Beyond school pedagogy. Weinheim 2001, ISBN 3-407-25245-5 .
  • Ralf Koerrenz (Ed.): Jena plan in the network for international school reform , Jena 2007, ISBN 978-3-938203-55-2 .
  • Ralf Koerrenz: School model: Jena plan. Basics of a reform pedagogical program . Paderborn 2011, ISBN 978-3-506-77228-2 .
  • Hans Mieskes : Jenaplan and school reform. Explanations, considerations, experiences . Finken-Verlag, Oberursel 1966
  • Jürgen Oelkers: Reform Education. A critical story of dogma. Beltz Juventa, Weinheim and Munich 2005, ISBN 978-3-7799-1525-6 .
  • Benjamin Ortmeyer: Myth and Pathos instead of Logos and Ethos. On the publications of leading educationalists during the Nazi era: Eduard Spranger, Herman Nohl, Erich Less and Peter Petersen. Habilitation thesis in the educational science department of the Johann Wolfgang Goethe University Frankfurt am Main. Frankfurt am Main 2008, ISBN 978-3-407-85798-9 .
  • Hein Retter (ed.): Jenaplan pedagogy as an opportunity , ISBN 3-7815-0744-0 .
  • Hein Retter: Reform Education and Protestantism in the Transition to Democracy. Studies on Peter Petersen's pedagogy. Peter Lang-Verlag, Frankfurt / M. 2007, ISBN 978-3-631-56794-4 .
  • Hein Retter: The Jena University School. Refuge for children at risk under National Socialism. Municipal museums Jena, Jena 2010, ISBN 978-3-942176-14-9 .
  • Wolfgang Weidemann: Jenaplan schools in Hesse between 1945 and 1965. An educational preparation as a contribution to the school discussion , time pressure, Fulda 1988, ISBN 3-924789-11-8 .

Web links

Individual evidence

  1. ↑ Margarete Götz , Professor of School Education (Karlsruhe), on the potential effects of the school celebrations praised by Petersen: “In its emotional content as well as in its socializing effect, the school celebration has determining factors that are an attractive gateway for the penetration of the National Socialist worldview into the school area give "(in: The elementary school in the time of National Socialism. Bad Heilbrunn 1997, p. 169)
  2. ^ Jaap Meijer: The celebration as a basic activity - requirements, organization, practice. (No longer available online.) May 15, 2012, formerly in the original ; accessed on September 21, 2016 .  ( 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.jenaplan-heute.de  
  3. ↑ Kees Both: Jenaplan 21. School development as an educationally oriented concept development . Ed .: Oskar Seitz. 3. Edition. Schneider Verlag Hohengehren, Baltmannsweiler 2015, ISBN 978-3-89676-336-5 , p. 22 .
  4. ↑ Hartmut Draeger: The Jenaplan and the rights of the child . In: Society for Jenaplan pedagogy in Germany eV (Ed.): KINDERLEBEN. Journal for Jenaplan pedagogy . H. 36, May 2013, p. 4-26 .
  5. ↑ Hartmut Draeger: The Jenaplan and the rights of the child. (No longer available online.) 2013, formerly in the original ; accessed on September 21, 2016 .  ( 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 / jenaplan-heute.de  
  6. ↑ Peter Fauser: A democratic school? ... The Jena University School in its founding days ... Ed .: Peter Fauser ea, Peter Petersen and the Jenaplan pedagogy. 1st edition. Franz Steiner Verlag, Stuttgart 2012, ISBN 978-3-515-10208-7 , pp. 161-226 .
  7. ^ Jürgen Oelkers: Reform pedagogy - a critical dogma story . Juventa Verlag, Weinheim and Munich 2005.
  8. ↑ Wolfgang Keim: Education under the Nazi dictatorship , vol. 1. Darmstadt 1995.
  9. ↑ Kees Both: Jenaplan 21 . Ed .: Oskar Seitz. 3. Edition. Schneider Verlag Hohengehren, Baltmannsweiler 2015, ISBN 978-3-89676-336-5 , p. 72-76, especially pp. 83-85 .
  10. ↑ Peter Petersen: Pedagogy of the Present. A handbook of the new educational science and pedagogy . Berlin 1937
  11. ^ The reform pedagogue Peter Petersen (1884–1952)
  12. ↑ Hein Retter: The Jena University School. Refuge for children at risk under National Socialism. At the same time a criticism of the questionable nature of recent Petersen research . Ed .: Association for Jena City and University History eV, Jena, Jena City Museum. 1st edition. Stadtmuseum, Jena 2010, ISBN 978-3-930128-56-3 , p. Especially pp. 83-178 .
  13. ↑ List of Jenaplan schools in Germany on the website of the Society for Jenaplan Pedagogy in Germany; accessed on March 17, 2020.
  14. ↑ Kees Both: Jenaplan 21. School development as an educationally oriented concept development , Schneider Verlag Hohengehren, Baltmannsweiler 2015, ISBN 978-3-8340-1444-3 .
  15. ↑ List of schools on the website of the Ecclesiastical Pedagogical University of Graz ; accessed on August 22, 2017