Multi-dimensional learning

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As Multidimensional learning is called in the classroom teaching since Warwitz a method of learning that for the process of appropriation linked to a number of different skills together and combined in different forms of learning. By combining several dimensions of learning ability and several learning processes , a more intensive and sustainable processing of the learning material is possible.

etymology

The term “multi-dimensional learning” (from Latin dimensio = expansion , figural human spectrum of abilities ) describes in didactics the expansion and expansion of learning to several areas of the range of abilities that can be activated for world acquisition. On the one hand, it captures the variety of perspectives on the material side and, on the other hand, the personal access options of those who deal with them.

Concept emergence

The Swiss pedagogue and social reformer Johann Heinrich Pestalozzi propagated learning with “head, heart and hand” as early as 1801 with his idea of ​​“elementary education”, which he had been practicing in his educational institutions for several years. He understood it to mean bringing together the intellectual, moral-religious and manual skills of the child. Pestalozzi thus focused on the wholeness of the child in learning and anticipated the concept of holistic pedagogy , which was then taken up and further developed , for example through reform pedagogy . In gestalt pedagogy in the USA, George I. Brown spoke of “confluent education” in the 1970s and thus emphasized the integrative aspect of his educational claim. The special education considers itself the principle of holistic treatment to this day particularly committed.

"Holistic Education" is now the standard program of education . However, the term “holistic learning” suffers from its abstract nature. It was useful as a battle term against increasing specialization and one-sided intellectualization, but not for a concrete redesign of learning processes. All in all, the subject-based school system also follows a holistic educational approach. Pestalozzi's tripartite division was trend-setting as an approach, but was still too general as an aid for methodical implementation.

The term “multi-dimensional learning” was introduced into the didactic discussion in 1974 by Siegbert Warwitz . He focuses on the complexity of the learning approaches in the Focus and avoids the suspicion that one must and can simultaneously activate all learning abilities, which is neither possible nor necessary for successful learning.

The term “multi-dimensional learning” arose in connection with the modernization of project teaching . The aim was to make the various factual aspects of a learning material more accessible by mobilizing different learning potentials and working methods. The processing of a complex and complicated task or a significant problem area requires, according to Warwitz, an interdisciplinary approach, with which a corresponding multidimensional learning on the part of the learner must correspond. He understands learning dimensions as the diverse abilities and access options with which children open up the world around them. They grow out of their sensory , motor , emotional , cognitive , their interests field, their sociality , their sense of values . Every child differs in the forms of learning they prefer . While one child prefers to learn through personal trial and error , using the “ trial and error ” method , another follows the path of learning through direct “insight” . But the realities of the environment also require different ways of appropriation. For example, knowledge about traffic hazards should be acquired less through practical personal experience than through logical thought processes. On the other hand, learning a poem does not have to be done in a purely cognitive way or through drills . The term “multi-dimensional learning”, which has meanwhile become established in didactics, served to see “holistic education” in a more differentiated manner, to develop it more concretely and to formulate it more precisely for practical learning processes.

Anthropological foundations

Human beings are multidimensional in their nature . He has a variety of needs, interests, abilities and skills that arise from his physical, mental and spiritual nature. They make it possible to mobilize a broad spectrum of human learning potential. A reduction to one-dimensional learning narrows, an integration of the diverse facets of the range of skills expands the learning potential. These include, for example, the sensitive, the cognitive, the physical, the emotional or the social learning dimension. From the didactic-methodological merging of sensory impressions, practical experience, manual skills, cognitive knowledge, creative ideas and social skills, coupling effects arise in terms of learning psychology, which not only add up the learning success, but can increase it.

Characteristic

Complex tasks require complex methods to develop them. These in turn suggest the activation of a wide range of skills. Different factual aspects of the learning material also suggest different approaches and approaches by the learner.

“Multi-dimensional learning” strives for a structural change in the learning processes, on the one hand to meet the different learning requirements and on the other hand to do justice to the various factual aspects of the subject matter as best as possible. According to Warwitz, multi-dimensional teaching and learning therefore has a double meaning:

  1. On the one hand, it characterizes the activation of different learning potentials in the learner , for example the merging of his or her sensitive, intellectual, manual, manual, technical or creative skills.
  2. On the other hand, it stands for the connection of a number of different forms of learning in methodology , for example for the coupling of observative (observing), exploratory (discovering), analytical (understanding), experimental (trying out) or social (cooperating) learning techniques.

For elementary school children , for example, the acquisition of roadworthiness takes place through a mixture of activities such as painting, handicrafts, observing, comparing, analyzing, discussing, playfully trying out traffic and finding rules. Multi-dimensional teaching and learning is characteristic of working in interdisciplinary projects . However, it also proves itself in any specialist class .

Multi-dimensional learning draws on the child's natural processes of appropriation: According to Warwitz / Rudolf, a child who has not attended school learns beyond the school's subject division in constant change and in combination with

Contrary to what “holistic learning” suggests, not all fundamentally possible learning potentials are always used in “multidimensional learning”. Rather, only those are activated who offer themselves in terms of the factual requirements of the task or who are actually available on the part of the learner. It is essential to open several learning access points that are suitable for increasing the learning success. Thus, according to this learning model, the child learns, for example, vocabulary in connection with reading, speaking, listening, writing, comparing, making rhythm, putting into sentences, asking each other.

Learning benefits

One-dimensionality also means one-sided stress when learning. Purely cognitive learning requirements can make learning more difficult for more practical children and demotivate them. In contrast, according to Warwitz, claiming several dimensions of learning has a number of advantages:

  • It is a "natural" learning that children practice on their own outside of the subject structure.
  • It enables the different learning prerequisites to be taken into account and the different dispositions of the learners to be addressed .
  • Learning efficiency and the joy of learning can be significantly increased with this child-friendly way of learning.
  • Multidimensional learning enables broader insights and better-founded knowledge. It is also designed to be more sustainable because it is developed and saved on several learning levels.
  • The individual subject lessons become more attractive due to the variety of methods.

Practical examples

The double project swimming and rescuing documents a lesson as part of the lifeguard training of the German Lifesaving Society (DLRG) : The objective is to give the prospective lifeguards beyond the basic physical and technical skills in swimming, diving, rescue and resuscitation also qualifications in the biological-medical field in the water hazards in the accident customer to mediate in legal problems and ethical issues related to saving lives ( Responsibility takeover, rescue duty , volunteering in the DLRG) to reflect. The course participants are challenged in their sporting, technical, organizational and intellectual skills as well as in the self-examination of their social attitude and willingness to cooperate.

The Children's Games (Pieter Bruegel the Elder)
The children's games
Pieter Bruegel the Elder , around 1560
Kunsthistorisches Museum Vienna

The children's games by Pieter Bruegel the Elder Ä. are designed as a three-week project of a third school year. The children are allowed to discover the games from the year 1560 from the Netherlands , interpret them, explain them, provide them with rules, play, collage and finally record them in their own games book.

In traffic education, multi-dimensional learning is documented, for example, in the form of the school-way game or pedestrian diploma projects : The children are not taught about the "correct" behavior on the way to school, but rather develop appropriate traffic behavior independently using several learning paths .

Everyday problems

Multi-dimensional teaching and learning is demanding because both teachers and students are challenged in several ways. Organizational framework conditions and didactically trained teachers who are willing to work in a team and invest time are required . Because of the increased effort and skill requirements, this form of learning is used in classroom practice, although it makes sense here, less in regular lessons and more in the processing of significant, complex, complicated tasks in interdisciplinary projects.

See also

literature

  • Günter Ammon: The multidimensional person . Berlin (Pinelverlag) 1995. 2nd edition. ISBN 3-922-109-10-1
  • Duden. Foreign dictionary . Vol. 5. Mannheim 2010. ISBN 978-3-411-04060-5
  • Wolfgang Elmer, Klaus-Dieter Lenzen: Design project lessons - change schools . Baltmannsweiler (Schneider) 2009. 3rd edition. ISBN 978-3-834006462
  • Johann Heinrich Pestalozzi: How Gertrud teaches her children . Literary tradition. 2006. ISBN 978-3-86672-024-4
  • Hilarion G. Petzold, George I. Brown (Ed.): Gestalt pedagogy. Concepts of inclusive education. 2nd Edition. Pfeiffer, Munich 1998, ISBN 3-7904-0252-4 .
  • Siegbert Warwitz: The need to supplement physical education . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Hofmann publishing house. Schorndorf 1974. pp. 40-52 DNB 740560026 .
  • Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 15-22. ISBN 3-7780-9161-1 .
  • Siegbert Warwitz, Anita Rudolf: Swimming and Rescue in Multi-Dimensional Lessons . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 29-60. ISBN 3-7780-9161-1
  • Siegbert A. Warwitz: The skills of the child . In: Ders .: Traffic education from the child. Perceive-play-think-act . Publisher Schneider. Baltmannsweiler. 6th edition 2009. pp. 37-49. ISBN 978-3-8340-0563-2
  • Corinna Weber: Interdependencies between emotion, motivation and cognition in self-regulated learning processes: Ability for lifelong learning through multi-dimensional teaching-learning concepts . Hamburg (Diplomica) 2012. ISBN 978-3-8428-7317-9
  • Günter Wild: The concept of holism in curative education . Diss. Hagen 2007

Individual evidence

  1. ^ Siegbert Warwitz: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Schorndorf 1974. pp. 7-11
  2. ↑ a b Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 15-22
  3. ↑ Duden: Foreign dictionary . Vol. 5. Mannheim 2010
  4. ^ Johann Heinrich Pestalozzi: How Gertrud teaches her children . Literary tradition. 2006.
  5. ^ HG Petzold, GI Brown (ed.): Gestalt pedagogy. Concepts of an inclusive education . Munich 1977
  6. ↑ Günter Wild: The concept of holism in curative education . Diss. Hagen 2007
  7. ^ Siegbert Warwitz: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Schorndorf 1974. pp. 7-11
  8. ^ A b Siegbert Warwitz: The need to supplement physical education . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Schorndorf 1974. pp. 40-52
  9. ^ Siegbert A. Warwitz: The skills of the child . In: Ders .: Traffic education from the child. Perceive-play-think-act . Publisher Schneider. Baltmannsweiler. 6th edition 2009. pp. 37-49.
  10. ^ Günter Ammon: The multidimensional man . Berlin 1995. 2nd edition.
  11. ↑ Corinna Weber: Interdependencies between emotion, motivation and cognition in self-regulated learning processes: Capability for lifelong learning through multi-dimensional teaching and learning concepts . Hamburg 2012
  12. ↑ Siegbert Warwitz, Anita Rudolf: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Schorndorf 1977. pp. 16 and 17
  13. ^ Siegbert Warwitz, Anita Rudolf: Swimming and Rescue in Multidimensional Lessons . In: Dies .: Project teaching. Didactic principles and models . Schorndorf 1977. pp. 29-60.
  14. ^ Siegbert Warwitz, Anita Rudolf: The children's games by Pieter Brueghel . In: Dies .: Project teaching. Didactic principles and models . Schorndorf 1977. pp. 74-88.
  15. ^ Siegbert A. Warwitz: Project learning: school way game and pedestrian diploma. In: Ders .: Traffic education from the child. Perceive-play-think-act . 6th edition, Baltmannsweiler 2009, pp. 216-251.
  16. ^ Wolfgang Elmer, Klaus-Dieter Lenzen: Shaping project lessons - changing schools . 3rd edition, Schneider, Baltmannsweiler 2009.