Josef Derbolav

Josef Derbolav (born March 24, 1912 in Vienna , † July 14, 1987 in Bremen ) was an Austrian pedagogue and philosopher as well as a university professor at the University of Bonn . Alongside Theodor Litt , he was one of the most important representatives of the philosophy of education in the 20th century.

Life

Derbolav was the son of a graphic artist. Together with his twin brother, both musically and artistically gifted, he attended the Breitensee Federal Educational Institute and graduated from there in 1930. From 1930 to 1934 he studied German, classical philology and education in Vienna and received his doctorate in German with a thesis on Goethe's Faust. He then worked as a high school teacher in Klagenfurt and Krems . He married in 1938 and had one daughter. In the Second World War he served as a military psychologist in the German Air Force and was most recently employed in an Air Force technical school in Wroclaw. Since the end of 1945 he was again a high school teacher in Krems. In 1950 he became an associate before his habilitation . Professor of Education at Saarbrücken University. In 1953 he qualified as a professor for practical philosophy in Vienna. From 1955 he was the successor of Theodor Litt , professor of philosophy and education in Bonn. In 1980 he retired.

Teaching

Rooted in Plato's philosophy and following on from his predecessor Litt and his friend, the philosopher Erich Heintel in Vienna, Derbolav developed a dialectical-reflexive educational science based on the philosophy of Georg Friedrich Hegel , clarifying the requirements of educational knowledge and the dialectical structure of educational practice analyzed. With reference to the "pedagogical triangle", his work concentrated on three central threads of discussion: (1) the " pedagogical anthropology ", which - including issues relating to developmental psychology and youth sociology - pursues the pedagogical problems of childhood and adolescence, (2) the " General Didactics ", which, from an educational theory point of view, asks the teaching content for its educational sense, and (3) the" educational ethics ", which thinks through the horizons of responsibility of those involved in education.

According to Derbolav, the genesis of the self as personagenesis takes place in increasing levels of conscience, the order of which he developed based on the work of his assistant Franz Fischer . First, the child obeys the commandments and prohibitions of the parents, then it begins to ask about the reason for the prohibition and finds an answer in the moral law, which in turn is based on ethics in the idea of ​​the good. Its meaning gradually emerges from level to level according to the level of moral reflection of the adolescent.

According to Derbolav, the didactic reflections on the subjects are based on similar levels. You begin with a phenomenological development of the subject fields and proceed to their scientific analysis. However, the science-oriented teaching is not the goal of the didactic process. The educational sense of the subjects is rather to open up the practical "demands of reality" (Franz Fischer) to the adolescents. Only together do the stages characterize the dialectical structure of the educational movement as a process of the adolescent's (self) confrontation with the world (other), the theoretical understanding of which by pedagogy also serves the educator for the practical orientation of the meaning of his maieutic task, to give the adolescent a reflexive relationship to open up to oneself and to the world.

During his lifetime, Derbolav had a great influence on the pedagogical discussion in German-speaking countries with his dialectical theory of education and his analyzes of the middle and higher school system. Furthermore, Derbolav has designed a comprehensive praxeology that deals with the necessary educational practice fields of society, which, according to Derbolav, also includes religion. One of his students, Dietrich Benner , continued Derbolav's praxeology into pedagogy as an action science.

In view of the empirical educational science that predominates today, which Derbolav decisively criticized in Wolfgang Brezinka in the 1970s (Derbolav 1976), Derbolav's approach to educational philosophy has been forgotten. Furthermore, his philosophical works on ancient philosophy and ethics in philosophy are received. His book dialogue with the Japanese Daisaku Ikeda In Search of a New Humanity , which was completed shortly before his death and appeared simultaneously in Japanese, German and English in 1988, opened a broad discussion on intercultural philosophy .

Fonts

• The dialogue ' Kratylos ' within the framework of the Platonic philosophy of language and knowledge. 1953.
• Knowledge and decision. Philosophy of intellectual appropriation in its origin with Plato. 1954.
• Nature and forms of high school education, to the business school. 1957.
• The exemplary one in the education room of the grammar school. 1957.
• Essence and becoming of the Realschule. 1960.
• (Ed.): Basic questions in music didactics. 1967.
• Question and claim. Educational studies and analyzes. 1970.
• The development crisis in German education and its consequences for science policy. 1970.
• Systematic perspectives in education. 1971.
• Plato's philosophy of language in Kratylos and in the later writings. 1972.
• Pedagogy and Politics. A systematic-critical analysis of their relationships. 1975.
• Criticism and metacriticism of praxeology, in particular of practical structural theory. 1976.
• From the conditions of just rule. Studies on Plato and Aristotle. 1979. ND ISBN 978-3129150405
• Outline of European ethics. The question of the good and its change in shape. 1983.
• Wrong developments ...? Critical forays into the political and educational landscape of the German Federal Republic. 1984.
• Impulses from European intellectual history. 1987.
• Outline of a comprehensive pedagogy. 1987.
• with Daisaku Ikeda : In search of a new humanity. 1988. ISBN 978-3485005647
• Legacy writings / The education of the conscience: Writings and drafts for ethics, education, politics and hermeneutics , 1999. ISBN 978-3926049230

literature

• Wolfdietrich Schmied-Kowarzik : The dialectical structure of education. Reflections on Josef Derbolav's foundation of pedagogy. In: Pedagogical Review. 26, 3, 1972.
• Dietrich Benner : Pedagogical anthropology and pedagogical experience. In: Pedagogical Review. 26, 3, 1972.
• Siegfried Kross, Rudolf Lassahn, Dieter-Jürgen Löwisch: In memoriam Josef Derbolav. 1989.
• Wolfdietrich Schmied-Kowarzik : Education, Emancipation and Morality. Philosophical and educational attempts at clarification. 1993.
• Max Müller: Pedagogy and Educational Science. The praxeological transition at Derbolav. 1995.

Web links

• Literature by and about Josef Derbolav in the catalog of the German National Library

Single receipts

1. ↑ Holger Burckhart: Discourse ethics, discourse anthropology, discourse pedagogy: reflexive-normative foundation of critical pedagogy . Königshausen & Neumann, 1999, ISBN 978-3-8260-1460-4 ( google.de [accessed April 24, 2020]).
2. ↑ Björn Kralemann: Education as a balance: attractors as a framework for interpreting the person in their education . BoD - Books on Demand, 2014, ISBN 978-3-7357-9278-5 ( google.de [accessed April 24, 2020]).
3. ^ Berthold Gerner: The exemplary principle: Contributions to the didactics of the present . Wissenschaftliche Buchgesellschaft, 1968 ( google.de [accessed April 24, 2020]).