Test of courage

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Laying down on a rail bed as a test of courage can be fatal.

Under a test of courage (from Old High German muot = power of thinking, feeling, willing and Middle Latin proba = test, attempt ) one understands the challenge of willingness to take risks in risk research as in colloquial language . In doing so, a personal fear threshold must be overcome, which is individually different.

character

Tests of courage provoke behavior. They can aim to do or not to act, to carry out or refuse to act. They can be of a destructive or constructive nature and can be classified as inferior, acceptable or high quality.

The tendency to test courage or its refusal is also determined by the character type of the individual and his or her special disposition. In the relevant literature, a distinction is made between the daring seeker and the daring man , who in technical terminology are also referred to as philobatism or oknophile . They develop in elementary school age , have an essential function in the development of personality and can be learned through tests of courage.

Motives and meanings

The motives and meanings from which tests of courage can grow are diverse:

Tests of courage as

Types of tests of courage

Tests of courage can take place on different levels such as the physical, psychological, intellectual, social level or they can also overlap, e.g. B.

Tests of courage can also take place voluntarily or under peer pressure , secretly or openly. It is important whether there is the ability to self-regulate and take responsibility .

Gender-typical differences

The widespread idea that male children and adolescents are more prone to tests of courage than females must, according to the research results of Siegbert Warwitz, be considered refuted:

The gender-typical tests of courage differ only in their different structure and establish themselves in different fields of activity. The male children and adolescents tend to "open", spectacular tests of courage, while the female prefer "secret", hidden self-examinations. While the boys are more looking for body-related, physical proof of performance, the girls mainly practice demands in psychological areas. The female subjects performed significantly better in the so-called “confidence test” and in the test of moral courage , while the male subjects were clearly ahead in combat-oriented activities. While the male adolescents tend to engage in risky stunts and vehicle races, dealing with fire and firecrackers, the female prefer dexterity-relevant courage exercises such as vaulting or show jumping . In the “ tower test ” , more boys dared to jump to the height of five meters than actually jumped down. Fewer of the girls climbed the diving platform, but almost all of them dared to jump down. Girls tend to conform to the rules when choosing their courage. Boys, on the other hand, prefer to risk violating the rules (crossing the street when the traffic light is red, etc.). The background analysis of the results showed, however, that the socialization of the test subjects due to their living environment obviously plays a more important role than their gender.

Importance and evaluation

Tests of courage are part of every youth culture . They are found with all peoples and at all times. In addition to being particularly intense during adolescence , they are of lifelong importance. Everybody faces situations again and again in which they have to show courage, for example when speaking at a meeting, admitting a mistake or demanding moral courage .

According to Warwitz, the sense of tests of courage results from the natural instinctual structure of humans. It activates essential development impulses for the maturation of the personality. In the Greek-ancient and Christian culture, courage (ἀνδρεία = andreia = magnitudo animi = courage / bravery ) has been one of the cardinal virtues of man since Aristotle and his Nicomachean ethics . He places it as the "right middle" (μεσότης) between the extremes of recklessness (ἡ θρασύτης) and cowardice (ἡ δειλία).

Tests of courage arise from the curiosity instinct, which is based on extensive and intensive living, and the instinct to create value. The instinct for self-preservation and the will to live (excess) have a moderating effect in the opposite direction. Warwitz clarifies the function of the two oppositely acting drives in the picture of the driving gas lever and the decelerating natural brake . Both can be reflected on, but also acted out excessively . If both instincts are controlled and brought into an appropriate interaction, the result is a justifiable, socially accepted test of courage.

Having courage is initially only a formal virtue . It can be exercised honorably and dishonorably. In order to be considered valuable, tests of courage need an ethical orientation beyond the fundamental willingness to take risks . This can be in the form of a venture education (see also. Venture (education) educational influence): So can Mutproben example, frustration tolerance , enduring pain, the willingness to sacrifice the uncomfortable confession of errors, a willingness on benchmarking, denying criminal or health- endangering applications (smoking, drugs) or courageous advocacy for the weaker and threatened are learned and thus personal development impulses are given.

Reception in novels

In his bestseller The Flying Classroom novelist compacted Erich Kastner , the self-transformation of a 14-year-old youth from a fearful and under his cowardice suffering, in addition of his classmates mocked and humiliated student to a confident, determination radiating admired personality. The breakthrough was achieved through an extraordinary public courage demonstration - albeit with a lot of sacrifice - in the form of an umbrella jump from a high diving platform. In a situation of existential need, the act, which initially seemed pointless to the educator, resulted in the independent discovery of an inner power that made it possible to call up potentials of which Uli and his mockers had no idea. Even for today's youth, when it comes to standing in the peer group, it is usually more bearable than standing there as an injured hero than as an uninjured coward.

Another form of the test of courage, which requires moral courage, affects Uli's entire class and (in life review) also her tutor Dr. Bökh: The young people dare to break a strict boarding school regulation because helping a classmate in distress seems more important and valuable to them than complying with the community rule.

Reception in films

The film version from 1954 adheres most closely to the novel by Erich Kästner , to his portrayal of Uli's test of courage and its evaluation. The film also takes on the second test of courage, in which the entire class is involved and the framework events around the teacher Dr. Bökh. The later film adaptations The Flying Classroom (1973) and The Flying Classroom (2003) made adjustments to the changed time conditions.

In the directed by Nicholas Ray resulting film drama starring James Dean is about a fatal ending Mutprobenspiel a group of bored young people in the form of a "Hasenfußrennens" ( "chicken run"), loses the who to at a car driving on a cliff as first leaves the vehicle.

Reception on the Internet

Tests of courage have always given young people an opportunity to establish their own status within the peer group. A specific feature of the current generation of young people, however, is that an audience of millions worldwide can take part in the daring actions via the Internet. Marc Busse uses the Internet forum YouTube as a media resource for analyzing tests of courage. His selection includes activities that are more or less risky and related to the body's physiological reactions to substances, such as B. the Coke and Mentos, the Salt and Ice Challenge and the cinnamon test of courage . They are viewed from a scientific point of view in order to be able to sound out starting points for the development of assessment skills related to risky activities in pupils.

literature

  • German Alpine Association (DAV) (Ed.): Risk - Dangers or Opportunities? Proceedings of the Ev. Bad Boll Academy. Munich 2004
  • Kurt Hahn: Education for Responsibility . Stuttgart 1958
  • Maria Limbourg: Tests of courage in childhood and adolescence . In: Case-Word-Number 107 (2010) 35-42
  • Peter Neumann: The risk in sport . Schorndorf 1999
  • J. Raithel: Young risk behavior. An introduction . 2nd Edition. Wiesbaden 2004/2011
  • J. Raithel: Tests of courage in the transition from childhood to adolescence. Findings on distribution, forms and motives . In: Zeitschrift für Pädagogik, 49 (2003) 657-674.
  • J. Raithel: Tests of courage as modern initiation rites for young people? In: Escher, S./Griese, HM (Ed.): Theory of ritual, initiation rites and empirical youth consecration research . Stuttgart 2002. pp. 34-46.
  • J. Raithel (Ed.): Risk behavior of young people . Opladen 2001
  • J. Raithel: Tests of courage in adolescence. Analogies, equivalences and divergences to initiation rites . In: Deutsche Jugend, 48 (2000) p. 327-330.
  • Hermann Röhrs (Ed.): Education as a risk and probation . Heidelberg 1966
  • Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Schorndorf (Hofmann) 2005. ISBN 3-7780-0151-5 .
  • Nadine Stumpf: Adventure in school sports. What children want and how they can be realized . Knowledge GHS thesis. Karlsruhe 2001
  • Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Knowledge GHS thesis. Karlsruhe 1997
  • Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 .
  • Siegbert A. Warwitz: Do children need risks and dares? In: Grundschule 11 (2002) pp. 54–55. ISSN  0533-3431
  • Siegbert A. Warwitz: Growing in Risk. From the contribution to your own development. In: Case-Word-Number 93 (2008) 25-37. ISSN  0949-6785
  • Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges . In: DAV (Ed.) Berg 2006 . Munich-Innsbruck-Bozen 2005. pp. 96-111. ISBN 3-937530-10-X .
  • Siegbert A. Warwitz: Be brave . Basic item. In: Thing-Word-Number 107 (2010) p. 4-10
  • Siegbert A. Warwitz: Avoid fear - seek fear - learn to fear . In: Case-Word-Number 112 (2010) 10-15
  • Siegbert A. Warwitz: A risk must be worthwhile . Interview in: bergundstieg 3 (2011) 40–46
  • Peter Wust: Uncertainty and risk. Man in philosophy . Munster 1965

Web links

Wiktionary: Test of courage  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ^ Gerhard Truig: German dictionary . Gütersloh 1970, columns 2500, 2789.
  2. ^ A b Siegbert A. Warwitz: Avoiding Fear - Searching for Fear - Learning to Fear . In: Case-Word-Number 112 (2010) 10-15
  3. ↑ a b c d e f Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1
  4. ↑ Michael Balint: Anxiety and Regression . 5th edition, Stuttgart 1999
  5. ^ Siegbert A. Warwitz: Do children need risks and dares? In: Grundschule 11 (2002) pp. 54–55
  6. ^ A b Siegbert A. Warwitz: Growing in the risk. From the contribution to your own development. In: Thing-Word-Number (teaching and learning in primary schools) 93 (2008) 25–37
  7. ^ Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Knowledge GHS thesis. Karlsruhe 1997
  8. ↑ Peter Neumann: The risk in sport . Schorndorf 1999
  9. ↑ Peter Wust: Uncertainty and Risk. Man in philosophy . Munster 1965
  10. ^ A b c Siegbert A. Warwitz: Be courageous . Basic item. In: Thing-Word-Number 107 (2010) p. 4-10
  11. ^ Siegbert A. Warwitz: When the risk of coping with fear arises . In: Ders .: Search for meaning in risk. Life in growing rings . Baltmannsweiler 2001. Pages 188-203
  12. ^ Siegbert A. Warwitz: When daring wants to preserve self-worth . In: Ders .: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 , pp. 168–187
  13. ^ Siegbert A. Warwitz: Risk shows ways into new worlds . In: Ders .: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, pp. 49–97
  14. ^ Siegbert A. Warwitz: Childlike dealing with the unknown . In: Ders .: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, pp. 239–256
  15. ^ Maria Limbourg: Tests of courage in childhood and adolescence . In: Case-Word-Number 107 (2010) 35-42
  16. ↑ J. Raithel: Tests of courage as modern initiation rites for young people? In: Escher, S./Griese, HM (Ed.): Theory of ritual, initiation rites and empirical youth consecration research . Stuttgart 2002. pp. 34-46
  17. ↑ J. Raithel: Tests of courage in adolescence. Analogies, equivalences and divergences to initiation rites . In: Deutsche Jugend, 48 (2000), pp. 327-330
  18. ↑ Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Schorndorf 2005
  19. ^ A b Siegbert A. Warwitz: Risk must want the essential . In: Ders .: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, pp. 296–311
  20. ^ Siegbert A. Warwitz: The theory of life in growing rings . In: Ders .: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, pp. 260–295
  21. ↑ Nadine Stumpf: Adventure in school sports. What children want and how they can be realized . Knowledge GHS thesis. Karlsruhe 2001
  22. ↑ Aristotle: Nicomachean Ethics . Translated by Eugen Rolfes. 2nd Edition. (Meiner) Leipzig 1921 ( http://www.textlog.de/33444.html )
  23. ^ K. Wuchterl: Introduction to the History of Philosophy , Bern 2000, p. 58
  24. ^ A b Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges . In: DAV (Ed.) Berg 2006 . Munich-Innsbruck-Bozen 2005. pp. 96-111
  25. ↑ Hermann Röhrs (Ed.): Education as a risk and probation . Heidelberg 1966
  26. ↑ Kurt Hahn: Education for Responsibility . Stuttgart 1958
  27. ↑ German Alpine Association (DAV) (Ed.): Risk - Dangers or Opportunities? Proceedings of the Ev. Bad Boll Academy. Munich 2004
  28. ↑ a b Erich Kästner: The flying classroom . 105th edition, Berlin 1973, pp. 110-178
  29. ^ Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, pp. 5–8
  30. ^ Siegbert A. Warwitz: Young people tests of courage . In:. Ders .: Search for meaning in risk. Life in growing rings . 2., ext. Ed., Verlag Schneider, Baltmannsweiler 2016, pp. 121–126 and pp. 145–169
  31. ↑ Marc-Heinrich Busse: Tests of courage from a scientific perspective. Findings and intervention approaches to a current internet phenomenon. Uelvesbüll: The other publishing house 2013.