Cultural education

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Difficulties of conceptual definition

Cultural education and cultural education are terms that have only been used since the late 1960s and early 1970s. Historically more precisely, the historical presentation also speaks of “new” cultural pedagogy in order to counteract the risk of “historical blindness” which fails to recognize that there were pre-forms of cultural pedagogy in the previous decades without this term being used. The paradigm shift described in the paragraph “Motivations and Objectives” and a deliberate demarcation from the preceding make it seem plausible to temporalize the beginning of cultural education in the early 1970s. Various hurdles stand in the way of a clear definition of the term “cultural education”: the term and discipline originate from practice, initially developed in a certain “wilderness” and only became an object of scientific definition with a time lag - at a time when the term was already diverse had differentiated and was used for very different phenomena for very different motivations. Any attempt at a definition therefore harbors the risk of a subsequent narrowing down and disregard of language regulations and conceptual claims that have long been established in practice. For example, cultural education is often defined as explicitly extracurricular educational work with the means or on the topic of culture. However, this definition would exclude the numerous and rapidly growing interfaces between school and cultural pedagogy, which range from visiting extracurricular learning locations to visiting experts in class. Cooperation between schools and cultural institutions (museums, theaters, concert halls, etc.) has long been one of the most important fields of cultural education, so that a conceptual differentiation from the school as an institution is only partially suitable as a defining feature.

Motivations and objectives

It is better to do justice to cultural pedagogy than by attempting to define it by naming the different motivations and objectives that were reflected in it at the same time. In its emancipatory concept of humanity, shaped by the idea of autonomy , cultural education has replaced older concepts such as “musical education” that were viewed as antiquated or naive. This is also clear from the fact that the term in the Child and Youth Welfare Act (SGB VIII) replaced that of “arts education”. In its participatory understanding of culture, cultural education has established a counterweight to what is perceived as one-sided and elitist understanding of “ high culture ”. At the same time, cultural education in its form as cultural mediation was and is always guided by interests. One of the driving forces behind cultural education activities is often the "competition in the struggle for the (extracurricular) leisure time of adolescents". This aspect is likely to have increased in importance since the 1990s due to the aging of the public, increasing competition from the media and the risk of falling cultural funding . However, this competitive aspect is rarely emphasized both in their own perception and in their external image. Instead, cultural education likes to describe and define itself in terms of its actual or hoped-for effects:

  • Cultural education means: breaking aesthetic clichés, questioning taboos, rethinking norms, changing habits
  • Cultural pedagogy promotes learning of creative techniques - especially when dealing with cultural, social and historical topics
  • Cultural education creates points of friction between the old and the new, the foreign and the familiar. Imagination and creativity serve to expand perception and possibilities.
  • Cultural education is an instrument, a field of experimentation, and a stimulating space in which people can face new ideas and developments. Passive cultural consumption is consciously opposed to one's own active creative activity.
  • Cultural pedagogy asks about history, not to repeat it, but to continue it and to create new scope.
  • Cultural education is a dynamic process aimed at change and development.

Fields of action

Cultural education can be divided into three fields of action :

  • "Cultural management"
    ie the organization and marketing of culture
    (e.g. as a concert organizer or as the director of a youth center planning an exhibition.)
  • "Educational work",
    ie artistic and cultural methods are aids in an educational process
    (e.g. drama for deviant young people or play exercises in training for youth leaders .)
  • " Artistic creation and cultural education "
    ie art and culture are the focus, basics, methods and techniques are conveyed and instructions for artistic reflection are given
    (e.g. pottery with a youth group on the subject of "content")

The three fields of action are always linked in some way in educational work and do not stand alone. Depending on the professional requirements, training and personal approach of the educator, however, a focus on “manager”, “educator” or “artist” (or in between) is possible.

Cultural pedagogical directions

Cultural pedagogy is the umbrella term for a large number of pedagogical-methodical directions:

education

A well-founded training as a cultural pedagogue takes into account all three fields of activity, so that artistic, educational and organizational tasks can be fulfilled equally.

There are two options for training as a cultural pedagogue:

  • Studying at a university
    Some universities and technical colleges offer specialization and postgraduate courses in the field of cultural education, cultural studies or in individual cultural education directions (e.g. theater education). The conclusion then takes place z. B. as BA cultural pedagogue (formerly diploma cultural pedagogue) or diploma theater pedagogue. The Faculty of Social Work.Media.Culture at the Merseburg University of Applied Sciences has been offering the BA in Culture and Media Education (formerly "Diplom") since 1996 , which can be supplemented by a Master’s degree (Applied Media and Cultural Studies). The department of social affairs at the Niederrhein University of Applied Sciences has been offering an undergraduate bachelor's degree in cultural education leading to a “Bachelor of Arts” degree for several semesters. From the 2008/09 winter semester, a master’s degree will also be offered there, which builds on the bachelor’s degree.
  • Additional training
    High-quality and recognized additional training as a cultural pedagogue is currently available. a. at the Remscheid Academy , at the Gauting Institute for Youth Work of the Bayerischer Jugendring and at the alanus-Kunsthochschule (Institute for Art in Dialogue in the alanus Werkhaus) in Alfter. Here you are trained as a cultural pedagogue and can choose specializations. The degree then takes place as a “qualified cultural pedagogue”. The Institute for Modern Work Techniques also trains people to become cultural educators, after a few semesters of pedagogy at the university have to be proven. Proof of achievement (certificates) are required for the postgraduate course to become a Diplom-Kultur-Pädagogen u. U. counted. Other institutes also concentrate on cultural pedagogy, the study supervision is usually carried out by professors of educational science (pedagogy) and sociology. Important cultural educators and sociologists: Winfred Kaminski, Rainer K. Wick, Bazon Brock, Jürgen Raschert and Achim Schröder.

Note : The job title "Kulturpädagoge" is protected. For this reason, training that ends with a diploma or certificate is necessary as proof of qualification. I. d. A basic university course and continuation at a corresponding institute remain a prerequisite for the qualification as a cultural pedagogue.

See also

Aesthetic education

literature

  • NÖKU-Gruppe, Susanne Wolfram (Ed.): Cultural mediation today. International perspectives . transcript, Bielefeld 2017, ISBN 978-3-8376-3875-2 .

Web links

Individual evidence

  1. ↑ See for example Wolfgang Zacharias : Kulturpädagogik: Kulturelle Jugendbildung. An introduction
  2. ↑ cf. Eckart Liebau: David's dream. On the future of youth art schools. , on bjke.de
  3. ↑ Sanne Grabisch: KulturpädagogikA first approach to the definition at the end of the 1980s , on ideal.istik.de
  4. ↑ Music education ( Memento from March 4, 2016 in the Internet Archive )
  5. ↑ Max Fuchs : Cultural Education and Schools in Social Change Old and new challenges for the theory and practice of education and upbringing - An attempt (pdf) (p. 15), on kulturbildung.de
  6. ↑ Roland Eberlein : Obsolescence of the classical audience : New figures , on walcker-stiftung.de