Malte Brinkmann

Malte Brinkmann (born 1966 ) is a German educator and professor of general educational science at the Humboldt University in Berlin . He is a representative of a phenomenologically oriented pedagogy .

Life

After high school graduation from the Fürst-Johann-Ludwig-Schule in Hadamar and civil service in Cologne, he studied German philology , history , pedagogy and music from 1987 to 1994 with the aim of teaching at the University of Cologne . From 1992 to 1998 Brinkmann was a research assistant at Egon Schütz , who was also a student of Eugen Fink . Both play an important role in Brinkmann's university socialization to this day.

The doctorate to Dr. phil. In 1997 - with a thesis on Foucault's fading of the subject - he completed his legal clerkship in Cologne and Leverkusen as well as a five-year activity as a teacher (in the subjects of German, history, music and ethics) at the Federal President-Theodor-Heuss-School in Homberg (Efze) . Then Brinkmann returned to science. He initially worked at the PH Freiburg as a student councilor or academic councilor and was appointed to his first professorship for general pedagogy at the PH Ludwigsburg in 2010 . Brinkmann completed his habilitation with a thesis on pedagogical exercises in 2011. In 2012, Brinkmann received two calls to the Eberhard-Karls-Universität Tübingen and the Humboldt-Universität zu Berlin (successor to Dietrich Benner ), of which he accepted the latter and since then has been in the General Department Responsible for educational science and holds the corresponding professorship.

Brinkmann is a member of the German Society for Educational Science and an advisory board in the Society for Education and Knowledge, founded in 2010, which critically deals with "the basic features, requirements and consequences of the current comprehensive educational reform of schools and universities". He is also the initiator and organizer of an international series of symposia on phenomenological educational science and the editor of a scientific series of the same name. He is also co-editor of the Educational Review and runs a bilingual blog on phenomenological educational science.

He is the deputy spokesman for the Philosophy of Education Commission of the German Society for Educational Science (DGfE) and deputy managing director of the interdisciplinary center for educational research at the Humboldt University (IZBF).

Another focus of his work is in the field of intercultural teaching research. To this end, he works with the Capital Normal University in Beijing and the East China Normal University Shanghai, among others. As part of this, he was appointed honorary professor at Capital Normal University in Beijing in October 2019 . He is also the Foreign Chief Expert of Educational Video and Image Analysis Lab at Zhejiang Normal University in Jinhua .

Scientific focus

In Brinkmann's work there are constant themes such as pedagogical anthropology , pedagogical exercise, theory and empiricism of teaching and learning and exercise (cf. Didactics ), contemporary educational policy and educational reform (post PISA ), power and alterity in parenting relationships, as well as the fundamentally reflective examination of theories of learning , education and upbringing.

Brinkmann represents a position of phenomenology as a way of thinking and research and is in the tradition of Edmund Husserl , Martin Heidegger and Eugen Finks . It is primarily based on the line of physical phenomenology , in particular the positions of Helmuth Plessner , Maurice Merleau-Ponty and Bernhard Waldenfels . His work is seen as a contribution to the phenomenologically oriented educational science following Käte Meyer-Drawe and Wilfried Lippitz . Brinkmann is also committed to the development of theoretical empiricism within the educational sciences.

On the basis of videographic teaching research, Brinkmann tries to capture qualitatively different educational phenomena such as (in) attention, pointing gestures, repetition and exercise , always from the perspective of a (body) phenomenological way of thinking.

Fonts (selection)

• The fading of the subject in Foucault. Anthropological and educational theory studies. (= Writings on the philosophy of education. Volume 16). Dissertation . Deutscher Studienverlag, Weinheim 1999.
• Practice: Knowing - Ability - Repeating. Time phenomenological considerations for pedagogical exercise. In: Quarterly for Scientific Pedagogy. 85th volume, volume 4/2009. Ferdinand Schöningh, Paderborn 2009, pp. 413-434.
• Fit for PISA? Educational standards and performative effects in the test regime. Proposals for the theoretical and pedagogical differentiation of educational research and task culture. In: Johannes Bilstein, Jutta Ecarius (Hrsg.): Standardization - Canonization. Educational reflections. (= Series of publications of the General Educational Science Commission of the DGFE ). Springer VS, Wiesbaden 2009, pp. 97-116.
• Pedagogical Experience - Phenomenological and Ethnographic Research Perspectives. In: Ines Breinbauer et al. (Ed.): Places of the empirical in the educational theory. (= Use of theoretical educational science. Volume II ). Königshausen & Neumann, Würzburg 2011, pp. 61–78.
• Educational exercise. Practice and theory of an elementary form of learning. Habilitation thesis . Ferdinand Schöningh, Paderborn 2012.

• Exercise and Power in Montessori Pedagogy: Pedagogical Analyzes on Polarization, Normalization and Hygiene. In: Patrick Bühler, Thomas Bühler, Fritz Osterwalder (eds.): On the history of the staging of educational redeemer figures. Prisma, Bern 2013, pp. 199–223.
• Understanding, interpreting and describing between hermeneutics and phenomenology. On the relationship and difference between hermeneutic reconstruction and phenomenological description using the example of Günther Buck's hermeneutics and experience. In: Sabrina Schenk, Torben Pauls (Ed.): Learning from experience. Connections to Günther Buck. Ferdinand Schöningh, Paderborn 2014, pp. 199–222.
• Pedagogical empiricism - phenomenological and methodological remarks on the relationship between theory, empiricism and practice. In: Journal for Pedagogy. Volume 61, no. 4/2015. Beltz Juventa, Weinheim 2015, pp. 527-545.
• Attention Exercises: Phenomenological and Empirical Analysis of Attention and Awareness. In: Sabine Reh, Jörg Dinkelaker, Kathrin Berdelmann (eds.): Attention. History - theory - empiricism of an educational phenomenon. Springer, Wiesbaden 2015, pp. 199–220.
• General educational science as empirical science. Attempt at a social-theoretical definition as a theoretical-empirical sub-discipline. In: Quarterly journal for scientific pedagogy. 92nd volume, volume 2/2016, Ferdinand Schöningh, Paderborn 2016, pp. 215-231.
• Egon Schütz - existential-critical pedagogy. Volume 2 of the series "Phenomenological Educational Science", Ed. Brinkmann, Malte Springer VS, Wiesbaden, 2017.
• Tasks of the school - systematic attempt at a phenomenology of the school. In: Reichenbach, Roland / Bühler, Patrick (eds.): Fragments of an educational theory of the school: Educational perspectives on an empty space. Beltz / Juventa, Weinheim 2017, pp. 88–110.
• with Marc Fabian Buck, Sales Severin Rödel (Ed.): Pedagogy - Phenomenology. Relationship determinations and challenges. (= Phenomenological educational science. Volume 3). Springer VS, Wiesbaden 2017. doi: 10.1007 / 978-3-658-15743-2
• Didactic relations: Divided attention as a teaching practice of showing and paying attention. Results from the pedagogical-phenomenological videography of the lessons. In: Benner, Dietrich / Meyer, Hilbert / Peng, Zhengmei / Li, Zhengtao (ed.): Contributions to the Sino-German Didactics Dialogue (Perspectives on Sino-German Didactics Dialogue), Verlag Julius Klinkhar, tBad Heilbrunn 2018 :, p 114-133.
• Phenomenological Education. Basic texts from the beginning until today. Volume 4 of the series "Phenomenological Educational Science". Springer VS, Wiesbaden 2018.
• with Sales Severin Rödel: Pedagogical-phenomenological videography. Pointing, paying attention, interattentionality . In: Moritz, Christine / Corsten, Michael (eds.): Handbook of qualitative video analysis. Method (olog) ical challenges - practical research perspectives. Springer VS, Wiesbaden 2018, pp. 521-547.
• Günther Buck: Learning and experience. Epagogue, example and analogy in educational experience . (New edition) Volume 5 of the series "Phenomenological Educational Science". Edited by Brinkmann, Malte, Springer VS, Wiesbaden 2019.
• together with Johannes Türstig u. Martin Weber-Spanknebel (ed.): Body - Leiblichkeit - Embodiment. Pedagogical Perspectives on a Phenomenology of the Body. Volume 7 of the series "Phenomenological Educational Science". Springer VS, Wiesbaden 2019.
• Wilfried Lippitz: Phenomena of upbringing and education. Phenomenological-pedagogical studies. Volume 8 of the series "Phenomenological Educational Science". Edited by Brinkmann, Malte, Springer VS, Wiesbaden 2019.
• Incarnations. (Post-) phenomenological investigations between educational theory and physical practices in educational fields. Volume 9 of the series "Phenomenological Educational Science". Edited by Brinkmann, Malte, Springer VS, Wiesbaden 2019.

Videos

• Embodied Understanding in Pedagogical Contexts (talk at the 4th International Symposion on Phenomenological Research in Education on September 19, 2017)
• Between research and learning: methodological and didactic considerations on case work as understanding and example giving (lecture at the symposium on practical theoretical perspectives on research-based learning on May 25, 2018)
• On Education and Emotion (Presentation at the 5th International Symposion on Phenomenological Research in Education on April 1, 2019)
• Practicing the practice (lecture at Nord University Bodø on September 11, 2019)

Web links

• Malte Brinkmann on the website of the Humbuldt University Berlin
• Blog Phenomenological Educational Science Humboldt University Berlin
• Youtube channel of the Department of General Education at the Humboldt University of Berlin

Individual evidence

1. ^ Fanny-Lynne Isensee: Vita - Allgemeine Erziehungswissenschaft. Retrieved May 9, 2017 . 
2. ^ The Society: Society for Education and Knowledge. Accessed on May 9, 2017 . 
3. ^ Ann-Kathrin Hoffmann: International Symposia Phenomenological Educational Science - General Educational Science. Retrieved December 17, 2019 . 
4. ↑ Ann-Kathrin Hoffmann: Scientific series "Phenomenological Education" - General Education. Retrieved December 17, 2019 . 
5. ↑ DGFE: Commission educational philosophy. Retrieved November 26, 2019 . 
6. ↑ Dr Christin Laschke: Center Management - Interdisciplinary Center for Educational Research. Retrieved November 26, 2019 . 
7. ^ Caroline Junge: International Cooperations - General Educational Science. Retrieved December 17, 2019 . 
8. ^ Fanny-Lynne Isensee: Research priorities - general educational science. Retrieved November 26, 2019 . 
9. ^ Caecilia von Malotki: Videographic teaching research - general educational science. Retrieved December 17, 2019 .