Pedagogy

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Pedagogy is an educational science term that describes one or more distinguishing features of pedagogical from other social and scientific practices , ways of thinking , theories , etc. It goes back to the educational scientist Marian Heitger . In 1999, in the essay Das Allgemeine der Allgemeine Pedagogik, he referred to the fundamental problem of the conflict between self-determination and individuality, which takes place in education and exists in the form of social pluralism. As a Petzelt student, reason is his point of reference, the recognition of which as a general principle sets the prerequisite for educational action. “If the general must be recognized as a condition for every form of determination, then the assertion of individuality and uniqueness also gains a meaningful connection. The two are then not regarded as opposites, but understand each other in a mutual 'conditional relationship'. "

Within educational science, what constitutes the proprium of educational thought and action is controversial . For them, the figure fulfills a threefold function: firstly, it legitimizes pedagogy as a profession and discipline; secondly, it allows a determination of the relationship between pedagogy and other disciplines such as psychology and sociology , for example in relation to learning . Thirdly, it refers to what is general, common, and connecting all educational sub-disciplines and fields of activity.

The questions about the identity and independence of pedagogy as a scientific discipline as well as general pedagogical action are considered to be an ongoing topic within educational science. In 1806, Johann Friedrich Herbart warned pedagogy that it should “reflect as precisely as possible on its native terms and cultivate more independent thinking [...], which would make it the focus of a research group and would not run any more danger than it would remove, conquered province to be ruled by a stranger. "

Werner Loch differentiates educational action as such, which aims at the enculturation and maturity of people in the entire life cycle, from analogous and contrary functions of education. Similar actions are, for example, those that police officers , pastors or doctors carry out in their profession. Contrary functions are incompatible with Loch's definition of education. Examples of this are the actions of " trainers , indoctrinators , brainwashers , seducers , addicts " etc.

For Klaus Prange , showing is pedagogical when it is aimed at learning. Wolfgang Meseth, Matthias Proske and Frank-Olaf Radtke use the concept of pedagogy in the context of teaching in a similar way, “in order to make the operative mode of a certain form of communication empirically describable, in which learning is made possible and determined by the sequential linking of communicative events . "

In his general pedagogy, Dietrich Benner names five basic practices of human coexistence and thus takes up Eugen Fink's considerations . He differentiates pedagogy from the practices of politics , art , religion , work and ethics and names four principles of pedagogical thought and action: 1) the plasticity of the human being, 2) the invitation to independent activity, 3) the pedagogical transformation of social influences in pedagogically legitimate and 4) the non-hierarchical order of the practices to one another.

Individual evidence

  1. ↑ Marian Heitger: The general of general pedagogy . In: Quarterly journal for scientific pedagogy . tape 75 , no. 1 , 1999, p. 1-11 .
  2. ^ Wilhelm Brinkmann (ed.): Differential pedagogy. An introduction . Auer, Donauwörth 2001, ISBN 3-403-03577-8 .
  3. ^ Johann Friedrich Herbart: General pedagogy derived from the purpose of education . In: Karl Kehrbach, Otto Flügel (ed.): Complete works . tape 2 . Scientia, Aalen 1989, ISBN 978-3-511-02102-3 , pp. 8 .
  4. ↑ Werner Loch: Pedagogical Knowledge. Basics of pedagogical theory building. Contributions to basic educational research . In: Hans-Walter Leonhard, Eckart Liebau, Michael Winkler (eds.): Theories and concepts of pedagogical anthropology . Juventa, Weinheim / Munich 1995, ISBN 978-3-7799-1251-4 , p. 126-127 .
  5. ^ Marc Fabian Buck: Introduction to the biographical theory of education Werner Lochs . BoD, Norderstedt 2012, ISBN 978-3-8482-5161-2 , p. 47 .
  6. ↑ Klaus Prange: The display structure of education. Operational Pedagogy Floor Plan . 2nd Edition. Schöningh, Paderborn 2005, ISBN 978-3-506-77387-6 , pp. 58 .
  7. ↑ Wolfgang Meseth, Matthias Proske, Frank-Olaf Radtke: Controlled laissez-faire. On the way to a contemporary teaching theory. In: Journal for Pedagogy . tape 58 , no. 2 , 2012, p. 224 .
  8. ^ Dietrich Benner: General pedagogy. A systematic, problem-historical introduction to the basic structure of pedagogical thinking and acting . 8th edition. Beltz Juventa, Weinheim 2015, ISBN 978-3-7799-2181-3 .