Raising girls

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Cooking game lesson in the kindergarten of the women's education association Frankfurt am Main (around 1900)

The education of girls is an education in the parental home and school, which is supposed to take into account the specific developmental psychological characteristics of girls , which are assumed to be binding . While the upbringing of girls in the western world was determined by traditional gender role expectations until the 20th century , in the social discourse about an upbringing that is appropriate for girls today, female emancipation is mostly in the foreground.

History of the education of girls in Germany

Reformation and the time of absolutism

A social discourse about bringing up girls was first created during the Reformation . The Reformers believed that every adult person - man or woman - should acquire a knowledge of pure faith through reading . Since the women's convents , which until then had provided a large part of the girls' education, were closed in large numbers, Martin Luther and Johannes Bugenhagen tried very hard to find possible successor models.

In the 17th century - for example through Johann Michael Moscherosch - the opinion spread that women could get into spiritual and moral danger through too much knowledge. In his work Insomnis cura Parentum , Moscherosch only allowed the maiden the spindle and the prayer book so that she would not stray from the path of virtue . That occurred u. a. Johann Valentin Andreae and Johann Amos Comenius , who considered science to be a means to achieve true morality, and therefore recommended it to women. Even Ludwig von Seckendorf was concerned about the low educational level of most women. From 1639 onwards, the educational institutions of the Ursulines , the English Misses and the Salesians began to provide relief . The pedagogues of Pietism , with the exception of August Hermann Francke , were opposed to the education of women. Johann Albrecht Bengel , for example, reported that he raised his daughters “simply” so that the husband would later be able to shape the woman the way he wanted her to be that much easier.

enlightenment

Under the influence of the Enlightenment - u. a. by Johann Christoph Gottsched - the discourse on the empowerment of women for science revived. The advocates of rationalism assumed that in order to be able to fulfill their family duties, women had to study the "doctrine of reason and morality". Women's education gained further recognition with the emergence of civil society .

At the same time, François Fénelon's Traité sur l'Education des Filles (1687) and Jean Jacques Rousseau's Emile (1762) were received in German-speaking countries . While Fénelon's writing represents an ardent commitment to the education of girls, Rousseau did not grant women a self-responsible moral and spiritual existence, but conceived them as dependent on men; their upbringing therefore amounts to making them meek, adaptable, and obedient. On the other hand, however, Rousseau also opposed the education of court master and governess and advocated an upgrading of the mother role; In German-speaking countries, people responded to this suggestion by paying more attention to the physical education of girls and also starting to teach girls about childcare and the principles of pedagogy.

The ideal of the “sensitive woman's room”, which Rousseau presented in Emile and in Julie or Die neue Heloise , was readily accepted in Germany and influenced e.g. B. Immanuel Kant , but even more philanthropists such as Johann Bernhard Basedow and Joachim Heinrich Campe , who immediately put it into practice as educators. Basedow expected girls to be able to speak German and French, make music, draw and dance in order to please in society. B. in history, geography and natural history but for unnecessary.

National Socialism

In Germany, during the Nazi era, the state exerted massive influence on the education of girls through the compulsory registration of girls in the Bund Deutscher Mädel (BDM), whereby the instrumentalization of girls for the interests of fascist rule was in the foreground. Girls should acquire the National Socialist ideology in the BDM in order to pass it on to their children later. Hitler had declared programmatically in his confession book “ Mein Kampf ”: “ The goal of female upbringing has to be immovable to be the coming mother. “The education in the BDM was, as u. a. Franziska Henneberg emphasizes, extremely hostile to education, the top functionaries of the organization - Lydia Gottschewski , Trude Mohr and Jutta Rüdiger - however, did not consider it expedient to constantly remind girls of their future mother role, and preferred to refer them to the "ethnic group" educate, d. H. to swear by the leader and the fatherland . Since, according to the National Socialist view, women were much more “cultural bearers” than men, girls in the BDM were especially used to “shape cultural life”, i. H. for crafting, sewing, making music, etc., stopped. The BDM also gave girls' sport a spread that it had never had before in Germany. The educational historian Martin Klaus sums it up: “Measured in terms of educational theory, the educational self-image of the BDM must be described as poor in theory and conceptless. [...] What remained was the 'orientation', the making the girls serviceable for the ' national community '. "

Theoretical discourse of the 1970s

The Montessori educator and feminist Elena Gianini Belotti published a bestseller Du côté des petites filles in 1973 , which was also published in German translation in 1975 under the title What happens to little girls . Belotti developed the thesis that gender-specific upbringing begins with pregnancy, is geared towards aligning girls with their role as housewives and mothers, and that there is no escape from this coercive program. In 1978, Ursula Scheu's book We Are Not Born As Girls, We Are Made That , in which girls were also seen as victims of gender-specific dressing, followed. Although Scheu, as a supporter of the cultural-historical school, primarily blamed society for the development of a specifically female identity, she proposed a fundamentally changed upbringing at home and a conscious counter-conditioning: Girls should handle “boy-specific” toys and be trained to be physically assertive. As the educational scientist Margitta Kunert-Zier has criticized, her argument led to a dead end in that she largely reduced girls to their supposed deficits.

The contemporary discourse on upbringing girls

As many educators and psychologists, including Rachel Simmons , have noted, many of the gender role expectations that girls have traditionally had are still alive today; Girls should be pleasing, lovable and unshakably friendly, with good grades and intelligence, but not represent strong opinions. In a 2006 study by the New York organization Girls Inc. , 74% of the girls surveyed said that they are under great pressure to please everyone. Since the ability to deal with conflict and criticism is not trained in the same way as e.g. For example, if they have academic and social skills , girls often lack resilience . The desire to be popular and the pressure to be friendly and humble still prevent many girls from feeling comfortable in management positions. While girls can still assert themselves at school with intelligence and hard work and boys are statistically even superior, completely different success factors play a role in studies and at the latest in professional life: personal career management , negotiating skills and the ability to absorb criticism . Many young women are ill-prepared for this. Simmons points out that because girls are often more visible than boys, girls are too hastily ascribed superior emotional intelligence ; however, this is by no means the case. A lack of emotional competence is one of the main reasons why many young women fail both professionally and in their personal life despite being highly intelligent. Daniel Goleman characterizes women with high IQ and low EQ as personalities, while articulate, interested in many things and be intellectually self-confident, but to introspection , anxiety , guilt and concealment of anger tend.

See also

literature

history

  • Elke Heinzelmann : Controversial discourse in the 18th century on the nature of women, female determination, upbringing and education for girls . Lit Verlag, 2007, ISBN 3-8258-0054-7 .
  • Claudia Koonz : Mothers in the Fatherland. Women in the Third Reich . Rowohlt Taschenbuch, Reinbek bei Hamburg 1994, ISBN 3-499-19519-4 .
  • Martin Klaus: Upbringing girls at the time of fascist rule in Germany (=  social-historical studies on reform pedagogy and adult education . Volume 3 ). Dipa, Frankfurt am Main 1983, ISBN 3-7638-0803-5 (Dissertation University of Frankfurt am Main 1983).
  • Martin Klaus: Upbringing girls at the time of fascist rule in Germany (=  social-historical studies on reform pedagogy and adult education . Volume 4 ). Dipa, Frankfurt am Main 1983, ISBN 3-7638-0804-3 (Dissertation University of Frankfurt am Main 1983, material volume).
  • Johanna Hopfner : Raising girls and women around 1800 . In the mirror of the popular educational writings of the time. Klinkhardt, Bad Heilbrunn 1990, ISBN 3-7815-0665-7 (also dissertation at the University of Erlangen-Nuremberg 1990).
  • Erika Mann : Ten million children . The education of the youth in the Third Reich. dtv contemporary history, Munich 1989, ISBN 3-423-11125-9 .
  • Anne Posselt : Raising girls from the late Middle Ages to the early modern period . Grin, Munich 2007, ISBN 3-638-78289-1 .
  • Angelika Puhlmann : Raising girls in civil society . class-specific differences in the socialization of upbringing girls. Pahl-Rugenstein, Cologne 1979, ISBN 3-7609-5012-4 .

Modern advisory literature

  • James C. Dobson : Bringing Up Girls . Practical Advice and Encouragement for Those Shaping the Next Generation of Women. Tyndale House Publishers, 2010, ISBN 1-4143-0127-8 ( Parenting Guide Written from an Evangelical Perspective).
  • Ute Ehrhardt : Good girls go to heaven, bad girls go everywhere . Why being good doesn't get us any further. Fischer Taschenbuch, Frankfurt am Main 2000, ISBN 3-596-14751-4 .
  • Ute Ehrhardt: And a little worse every day . the handbook on Good Girls Go To Heaven, Bad Girls Go Everywhere. Fischer Taschenbuch, Frankfurt am Main 2000, ISBN 3-596-15135-X .
  • Sabine Seyffert : Little girls, strong girls . Games and fantasy journeys that make you brave and self-confident. Kösel, Munich 2008, ISBN 3-466-30791-0 .
  • Rosalind Wiseman : Queen Bees and Wannabes . Helping Your Daughter Survive Cliques, Gossip, Boyfriends, and the New Realities of Girl World. 2nd Edition. Three Rivers Press, 2009, ISBN 0-307-45444-4 .
  • Greg Wright : Daddy Dates: Four Daughters, One Clueless Dad, and His Quest to Win Their Hearts . The Road Map for Any Dad to Raise a Strong and Confident Daughter. Self-published, 2011, ISBN 1-59555-320-7 .

Individual evidence

  1. ^ Wilhelm Hector Richard Albrecht Lexis : The teaching system in the German Empire . tape 2 , 1904, pp. 244-248 .
  2. ^ Wilhelm Hector Richard Albrecht Lexis: The teaching system in the German Empire . tape 2 , 1904, pp. 248 f .
  3. ^ A b Wilhelm Hector Richard Albrecht Lexis: Education in the German Empire . tape 2 , 1904, pp. 249 f .
  4. ^ Wilhelm Hector Richard Albrecht Lexis: The teaching system in the German Empire . tape 2 , 1904, pp. 252 .
  5. ^ A b Wilhelm Hector Richard Albrecht Lexis: Education in the German Empire . tape 2 , 1904, pp. 254 f .
  6. ^ Wilhelm Hector Richard Albrecht Lexis: The teaching system in the German Empire . tape 2 , 1904, pp. 255 f .
  7. ^ Wilhelm Hector Richard Albrecht Lexis: The teaching system in the German Empire . tape 2 , 1904, pp. 253, 256 f., 260 .
  8. ^ Wilhelm Hector Richard Albrecht Lexis: The teaching system in the German Empire . tape 2 , 1904, pp. 257 f .
  9. ↑ Martin Klaus : Girls in the Third Reich . The Association of German Girls (BDM). Pahl-Rugenstein, Cologne 1983, ISBN 3-7609-0775-X , p. 136-151 .
  10. ↑ Martin Klaus: Girls in the Third Reich . The Association of German Girls (BDM). Pahl-Rugenstein, Cologne 1983, ISBN 3-7609-0775-X , p. 41 f .
  11. ↑ Adolf Hitler : Mein Kampf . Berlin 1937, p. 159 f .
  12. ^ Franziska Henneberg : Raising girls in the III. Rich . Realization of the National Socialist image of women in the Association of German Girls. Grin Verlag, 2008, ISBN 3-640-09921-4 , pp. 39 .
  13. ↑ Martin Klaus: Girls in the Third Reich . The Association of German Girls (BDM). Pahl-Rugenstein, Cologne 1983, ISBN 3-7609-0775-X , p. 42-46 .
  14. ↑ Martin Klaus: Girls in the Third Reich . The Association of German Girls (BDM). Pahl-Rugenstein, Cologne 1983, ISBN 3-7609-0775-X , p. 49 .
  15. ↑ Martin Klaus: Girls in the Third Reich . The Association of German Girls (BDM). Pahl-Rugenstein, Cologne 1983, ISBN 3-7609-0775-X , p. 47 .
  16. ↑ Margitta Kunert-Zier : Education of the sexes . Developments, concepts and gender competence in socio-educational fields. Verlag für Sozialwissenschaften, Wiesbaden 2005, ISBN 3-531-14657-2 , pp. 28 .
  17. ↑ Margitta Kunert-Zier: Education of the sexes . Developments, concepts and gender competence in socio-educational fields. Verlag für Sozialwissenschaften, Wiesbaden 2005, ISBN 3-531-14657-2 , pp. 29-31 .
  18. ^ Rachel Simmons : The Curse of the Good Girl . Raising Authentic Girls with Courage and Confidence. Penguin, New York 2010, ISBN 0-14-311798-X , pp. 2 f . (American English).
  19. ↑ Wendy Mogel : The Blessings of a Skinned Knee . Using Jewish Teachings to Raise Self-Reliant Children. Scribner, New York, London, Toronto, Sydney, Singapore 2001, ISBN 0-684-86297-2 , pp. 48 f . (American English, hardcover: limited online version in Google Book Search - USA ).
  20. ↑ The Supergirl Dilemma. Girls Feel the Pressure to Be Perfect, Accomplished, Thin, and Accomodating. (No longer available online.) Girls Inc. , October 12, 2006, archived from the original on August 7, 2011 ; Retrieved December 10, 2011 (American English). Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.girlsinc.org
  21. ^ Rachel Simmons: The Curse of the Good Girl . Raising Authentic Girls with Courage and Confidence. Penguin, New York 2010, ISBN 0-14-311798-X , pp. 6 (American English).
  22. ^ Hilarie Owen : Creating Leaders in the Classroom . How Teachers Can Develop a New Generation of Leaders. Routledge, New York 2007, ISBN 0-415-39996-3 , pp. 49 f . (American English). ; Rachel Simmons: The Curse of the Good Girl . Raising Authentic Girls with Courage and Confidence. Penguin, New York 2010, ISBN 0-14-311798-X , pp. 3, 8 (American English).
  23. ^ Rachel Simmons: The Curse of the Good Girl . Raising Authentic Girls with Courage and Confidence. Penguin, New York 2010, ISBN 0-14-311798-X , pp. 9 (American English).
  24. ^ Rachel Simmons: The Curse of the Good Girl . Raising Authentic Girls with Courage and Confidence. Penguin, New York 2010, ISBN 0-14-311798-X , pp. 15 (American English).
  25. ^ Daniel Goleman: Emotional Intelligence . Why It Can Matter More Than IQ. 1st edition. Bantam, New York 1995, ISBN 0-553-09503-X , pp. 45 .