Peter Petersen (pedagogue)

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Peter Petersen (born June 26, 1884 in Großenwiehe near Flensburg ; † March 21, 1952 in Jena ) was a German reform pedagogue and professor at the University of Jena and, above all, the founder of Jenaplan reform pedagogy. He coined the term frontal teaching for classroom teaching, which his concept overcame. Because his publications also contained racist views during the Nazi era and because of restorative and anti-Semitic statements after the Second World War, he has come under fire.

Biographical

Family and village school

Peter Petersen was born on June 26, 1884 in Großenwiehe near Flensburg . His family ran their own farm. Petersen grew up in a rural community as the eldest of a total of seven siblings. The large family coexistence shaped his character and also shaped his educational work. Petersen's entire pedagogy revolves around the community. The religious character of Petersen's work is also largely due to the influence of his Evangelical Lutheran family. The integration of people into the community has the highest priority for educational success, which Petersen understands as spiritualization.

Petersen's family background found expression in his upbringing concept in different ways. For him, the family is the first cell from which the “humane” he strives for can develop. He is less interested in the "ideal" family world, but in experiencing a "lifelike" and, with its conflicts, also "life-hard" family. He formulates this in the leadership theory as follows:

“For the healthy and full development of his being, man must have a circle of people [...] who understand him as a whole person, an understanding that is less based on intellectual clarity than is experienced and felt without words That is precisely why concepts are spurned and in their place the gaze of the eye, the pressure of a hand, and above all, the always ready act of help and assistance. "

- Petersen : Leadership theory of teaching

Petersen also recognizes the natural and natural coexistence of young and old, experienced and inexperienced, as beneficial for growing up and learning. He implements this in the core groups of the Jena Plan School.

Petersen also experienced meaningful work on his family's farm, which is vital for the community. He became aware that this is how people develop self-confidence and self-worth. Similar to a farm, Petersen sees the child-friendly school as a place to live that can and should be a manageable and understandable place that children can perceive as “home”.

In his hometown he was influenced most intensely by his two “gifted village schoolmasters”. He wrote of them himself that they had given him the very best, basic education for his life. With their help, he mastered the learning content of eight in just five school years. Her classes were multi-year classes (from six to 14 years of age) and so he was able to take part in the discussions of the older ones and continue working during the breaks. His teachers gave immediate and active experience of the environment and culture priority over teaching. They gave the students enough time to deal with the content that was important and still questionable for them. These experiences later moved him to write in the leadership apprenticeship:

“The child longs for the new, sees, hears and feels much more than the adult [...] and also in the stimuli that are given to him in the school room. [...] What a methodological mistake, therefore, to show the child rule-bound paths when looking at things, when working through thinking, etc. and making the awake senses dull and dull for work and recording in schools. [...] Connected with the innate urge to work is an alertness of the senses that we have to let play in schools. [...] The child just wants to get to know the world as it really is, in all directions, with all its innate functions, to absorb it, to draw it into itself. "

- Petersen : Leadership theory of teaching

In addition, Petersen made the experience in the village school that factual work and honest performance are only possible if a child is given enough time and calm so that they can devote themselves to the matter with leisure and dedication. He later wrote:

“We have to develop a love of the thing, the ability to deal with a thing for a long time, to look at it from many angles and to tackle it; Pupil and thing must largely become one with each other. "

- Petersen : Leadership theory of teaching

Petersen emphasizes promoting discovery learning in children , giving them the freedom to design, live and represent. At the same time, he warns that “parrot knowledge” is trained in schools, which has the advantage of being easy to check, but does not make any contribution to the humanization of the child.

High school - studies - teachers - headmasters

In 1896 he moved to the Flensburg high school . Here he learned that the authoritarian school of the Wilhelmine Empire was only interested in educating young people to become obedient subjects and in maintaining social structures. While high school was a time of loneliness and material need, he knew about the financial deprivation his family had for his education. After graduating from high school, he moved to the University of Leipzig in 1904 , later to Kiel, Copenhagen and the University of Posen . He studied Protestant theology (main subject), philology, history, psychology and economics and was introduced to empirical research by the psychologist Wilhelm Wundt . In 1908 he completed his dissertation with Rudolf Eucken on the philosophy of Wundt. In 1909 Petersen passed the state examination for teaching at grammar schools and first went through the legal clerkship at the Königin-Carola-Gymnasium in Leipzig .

Petersen's interest in educational science and his spirit of reform were awakened after he switched to the humanistic Johanneum Grammar School in Hamburg during his legal clerkship , where he worked as a senior teacher until 1919. In addition to his school obligation, he worked from 1912 as a board member in the Bund für Schulreform , in which he was appointed secretary in the now renamed “German Committee for Education” working group three years later based on his expertise in the existing school reform ideas. In 1919 he took over the management of the Lichtwark School in Hamburg, which was based on Alfred Lichtwark's reform pedagogy and in which young people were supposed to participate independently and responsibly in the democratization of social life. Parallel to the two activities just mentioned, Petersen also worked in a Hamburg working group at Ernst Meumann's "Institute for Youth Studies", in which all school and teaching issues were to be examined on the basis of experimental psychology in order to justify the new pedagogy. Petersen's experiences during this time formed the starting point for the later Jena plan; The vision of a unified school accessible to all children , in which independence and activity are central, matured in him .

Scientific career

In 1920 Petersen, who saw himself as a devout Lutheran , received his habilitation through Aristotle's reception in Protestant Germany in Hamburg. His hope for the pedagogical chair at the newly founded University of Hamburg was not fulfilled when the insignificant, but politically agreeable Gustaf Deuchler was preferred to him in 1923 . Petersen was not considered sufficiently democratic. During this phase, Petersen suffered a physical breakdown with weeks of hospitalization.

In general educational science (Part I, 1924; Part II, 1931; Part III 1954 posthumously) he designed an independent systematic educational science that should precede all pedagogy, didactics and methodology. In 1925 a description of Wundt's philosophy followed. Petersen's focus now shifted more to practical questions of education and school. In 1923 the University of Jena appointed him to the chair of educational science with the politically supported mandate to set up a university elementary school teacher training program and to place the relationship between pedagogical theory and practice on a new basis. The affiliated university school, in which theory was checked in practice and, conversely, practice flowed into theory, was transformed by Petersen into a “child's home”. In 1924 the collection of lectures on reform pedagogy, Die Neueuropean Erziehungsbewegung , was first published in Danish . Due to the worsening political situation, Petersen used the worldwide invitations in the late 1920s to speak about his pedagogy. 1927 in Locarno at the meeting of the " World Federation for renewal of education " ( New Education Fellowship ) of the school experiment Petersen of the conference participants as was Jena plan dubbed and so went down in educational history. This small Jena plan was followed by the elaborated Great Jena Plan 1930–1934.

Another aspect of Petersen's work is his contributions to religious education . His ethics had their roots deep in religion. He introduced therefore like Martin Luther to service in the world and for the community in the center of religious education. "There is no education without religion."

In addition to his activities as a researcher and professor, Petersen was responsible for two book series at the Weimar Böhlau publishing house . Between 1925 and 1936 23 volumes appeared in the series “ Research and Works on Educational Science ” and between 1928 and 1936 eight volumes in the series “ Pädagogik des Auslands ”. The latter contains German translations of selected contemporary works on education in Switzerland, Belgium, Holland, Denmark, Italy, India and the USA.

Petersen and "Nordic Pedagogy"

In 1932 and 1933 Petersen was involved in the Christian Social People's Service (CSVD) and ran for this three times unsuccessfully in the elections to the Reichstag . During the Nazi era he did not join the NSDAP , but in 1934 he joined the National Socialist Teachers' Association .

This phase is discussed controversially, as Petersen expressed himself in some cases positively on aspects of the National Socialist ideology. As early as 1933, Fritz Helling from the “ Bund decided school reformers ” dealt with Petersen's anti-democratic conception. According to the educational scientist Hilbert Meyer , Petersen “more than compromised”. In 1934 he wrote e.g. B .: "It testifies to the instinctual security of National Socialism that it also castigates the nationally dangerous distortions and anal images in the area of ​​science and is determined to eliminate them."

On the basis of a research project carried out at the University of Frankfurt , the educational scientist Benjamin Ortmeyer reassessed Petersen's writings during the Nazi era. In 1933, for example, Petersen wrote an anti-Semitic book review in the Artamanen magazine Blut und Boden ( according to Ortmeyer, in which he wrote, among other things, that Jews had a “corrosive, flattening, even poisoning effect”) and in 1941 a contribution to racial theory ( racial high quality ) put the whites over the blacks (“negroes”) and criticized the “delusional ideal of 'equality of peoples'”.

Another investigation, racial hygiene as an educational ideology of the Third Reich . states that Petersen was the only well-known representative of humanities education who made the National Socialist concept of race his own. In several contributions he tried to design a "Nordic pedagogy". Some of Petersen's students, such as the later SS-Sturmbannführer Werner Pohl or Heinrich Döpp-Vorwald , who received his habilitation in 1938 , worked on topics of race education. First and foremost, Petersen's students are Robert Reigbert, Arno Fötsch and Gerhard Steiner.

In 1939 Petersen was awarded the "Silver Loyalty Service Medal". In 1944, together with the Jena rector Karl Astel, he became a lecturer for inmates of the Buchenwald concentration camp and gave lectures on the “ Germanization ” of kidnapped Norwegian students.

In contrast, Hartmut Draeger (Vice President of the Society for Jenaplan Pedagogy) referred in 2008 to Petersen's deliberate dual-track strategy to protect his school model and his rejection of National Socialist thinking on educational issues such as integration, inclusion , independent work and research, democratic participation and human relations, not - militaristic manners in school life.

After 1945

Peter Petersen's grave in Großenwiehe near Flensburg

After the war, Petersen continued to work as a professor in the Soviet occupation zone , but only until 1950, when his experimental school was closed by the SED as a "reactionary, politically very dangerous holdover from the Weimar Republic". Petersen joined the SPD on February 1, 1946. Due to their forced union with the KPD in April 1946 in the Soviet-occupied zone, he became a member of the SED, which he left on May 4, 1948 in protest. He tried to get a professorship in West Germany, but this - as with other reformers - failed.

In 1952 he died in Jena and was buried in his home town of Großenwiehe. A sentence is carved on his tombstone that reflects the high standards of his pedagogy (as a service to people):

"The greatest of you should be like the youngest and the most distinguished like a servant."

- Petersen's tombstone

According to Ortmeyer, Petersen remained a racist and a defender of the idea of National Socialism until his death . In his work Allgemeine Erziehungswissenschaft , published posthumously in 1954, he wrote : “Among them [the leaders of the Nazi regime], National Socialism turned into diabolical Nazism and in every respect did the opposite of what its compiled program promised [... ]. In every area of ​​politics as well as culture, the opposite of the so loudly proclaimed demands was reached at its collapse: [...] the German people racially contaminated and dissolved ”. Such a view is controversial in research. In a previously unpublished study, Hein Retter rejected Ortmeyer's interpretation of this passage as “defective”.

Private life

Peter Petersen was married twice and had six children.

In 1911 Petersen married Gertrud Zoden (born December 17, 1892 in Hamburg, † January 23, 1957 in Jena) in the St. Johannis Church in Hamburg-Harvestehude , after the couple had become engaged almost a year earlier. Together they had a daughter (Hilde, * 1912) and two sons, Uwe Karsten (* 1914) and Karl-Dietrich (called Dieter), (* 1916), who were all baptized in the St. Johannis Church. After 16 years, the marriage was divorced on December 22, 1927. Petersen had held a professorship in Jena since November 1923, and in 1924 Petersen still dedicated his work “Allgemeine Erziehungswissenschaft” to his wife. In the summer of 1927, however, the break occurred and in October Gertrud moved with the children to Lüneburg.

During the world conference of the New Education Fellowship in Locarno in the summer of 1927, where Petersen presented his Jenaplan , he got to know Else Müller (* December 5, 1891, † January 8, 1968 in Baddeckestedt ) better. After his divorce, the two married on February 9, 1928 in Frankfurt / Oder , Else's hometown. After her teacher exams in 1891, Else first taught at a boarding school in England, then also in Paris and Buenos Aires. From 1916 she taught mathematics, physics and geography again in Germany and did her doctorate in Jena on a topic of economic geography . She was open to the ideas of reform pedagogy and attended the university school in Jena in 1926 as part of the “Pedagogical Week”. After the marriage she carried the double name Müller-Petersen and represented Petersen as head of the university school during his travels. Occasionally she also traveled with him and was also involved in his scientific projects, such as the development of “educational factual research”.

Else Müller-Petersen and Peter Petersen had three children together: Elisabeth (* 1928), Katharina (* 1930) and Carsten-Peter (* 1932).

His first wife, Gertrud, moved back to Jena with her sons in 1931, around the physicist and head of department at the Jena Zeiss factory , Dr. Otto Eppenstein (1876–1942) to marry. Gertrud was close friends with his first wife, Ellen, in the 1920s. From 1931 Petersen remained close friends with the Eppenstein family. Since Otto Eppenstein was Jewish, the family's situation became increasingly precarious after 1933 due to the persecution of the Jews . Otto died in Jena in 1942 after a long and serious illness. His parents committed suicide in 1933 and his sister died in a concentration camp . Due to the close relationship with his former wife Gertrud, Petersen experienced these fates at close quarters.

Petersen's two sons from his first marriage were soldiers in World War II. Only the older one returned from the war. Uwe-Karsten Petersen became chief physician at the children's clinic in Bremen and later looked after his father's estate . Together with his half-sister Elisabeth he represented the Peter Petersen Estate Society. In order to keep a positive memory of their father, they repeatedly prevented critical scholars from accessing certain parts of the estate. The family archive in Vechta is managed by the descendants of their daughter Elisabeth Remmert (née Petersen) and offers a table of contents on a website.

Services and evaluation

Turning away from the predominant humanities pedagogy , Petersen tried pedagogical factual research and wanted to combine empirical and hermeneutic research methods. Petersen developed the so-called Jena Plan at the University of Jena , to which he was appointed as part of the Greil school reform . His great achievement was that he wanted to merge various reform pedagogical currents on the background of an independently developed educational science. As early as 1928, the Handbook of Pedagogy by Herman Nohl / Ludwig Pallat recognized him for this. Petersen's basic question was: "How should the educational community be constituted in which and through which a person can complete his or her individuality to become a personality?"

Petersen saw himself as an advocate of a human, child-friendly alternative to the state, strictly hierarchical schools of the time. His reform efforts targeted the entire school system. He wanted a universal, free primary school , in both sexes, regardless of status , religion and ability to learn with each other as long as possible together. But he emphasized much more a school reform from within. His achievements lie in the attempt to fuse theory and practice, teaching and research:

  • Firstly, he has developed an independent and largely autonomous educational science, which is accompanied by educational factual research, that is, the systematic observation of the child in its educational reality, to secure and correct educational decisions.
  • Second, he introduced academic teacher training for elementary school teachers and founded the first pedagogical faculty .
  • Thirdly, he made a scientific school experiment with the Jena Plan School , which he accompanied theoretically.

With the Jena Plan School, he created a prototype of a school that is based on scientific knowledge and requirements and is still relevant today. Since he saw his concept as an “initial form” and not as a conceptual dogma, today's teachers and students can also build on his work. In the past decades, cognitive elements have been emphasized more in schools without translating knowledge into attitudes, attitudes and passion [“from head to heart” ( Pestalozzi )]. The Jena plan is a proposed solution that has been tried and tested in theory and in practice. Petersen offers a humane pedagogy that is characterized by openness and freedom and enables a school life.

Petersen's educational thinking

One of the historical achievements of Peter Petersen is that he tried to establish pedagogy as a (largely) independent and autonomous science and to justify it theoretically. In his opinion, an independent science exists if it is independent of other disciplines such as philosophy, psychology, sociology or biology. Petersen sees the foundation of autonomous educational science in its own subject area, namely that of education. He ties in with Froebel (“The life of man is a life of upbringing”) and also with Kant (“Man can only become man through upbringing”). As a reality science, however, it must draw on the findings of the neighboring sciences. Therefore he only describes them as "relatively" independent. For him, educational science takes precedence over pedagogy. Its task is to scientifically describe the reality of education as a whole within society, to classify it and to show its meaning. Petersen does not only approach education empirically and scientifically, but always asks about its nature.

Petersen always refers to an individual and community-based image of man that has Christian-religious traits. For Petersen, upbringing is a characteristic of being human that accompanies him throughout life.

Education, however, serves in the special sense of the deliberate, planned and targeted intervention in the character formation of young people by adults. In doing so, the adults educate themselves responsibly before God. But he strongly condemns indoctrinating. Petersen calls the conscious part of upbringing pedagogy , which he describes as the science of leadership (1937).

Education is what is special and peculiar to humans, what distinguishes them from other living beings and reveals the sphere of human existence. It is reflected as a spiritual function and expresses itself in the potentially possible human experience. This includes Petersen goodness, love, loyalty, humility, worrying, service, comradeship, real compassion, suffering, devotion, reverence etc. He calls this the spiritualization that takes place from within in the independent action of the child, but also of the adult and means by that a humanization of the human being in the context of the community or the moral virtues. For him this is the essence and goal of education. Petersen strives for the emotional side of community life, the interpersonal, virtues and values, the moral, as he calls it. In the Christian sense, spiritualization is achieved through selfless service to people, especially to children and young people - simply and without words. This is the expression for real community. The willingness to serve people is the essential characteristic of a (humanized) personality.

At Petersen, freedom is closely related to spiritualization and education. He quotes Plato : “A person is a slave when his actions do not express his thoughts but the thoughts of another. “Petersen also sees in his community education a freedom education, in which authority and obedience rule, but these are justified by the fact that they are in the service of man to his spiritualization. Freedom develops in action, creates values ​​and ultimately morality.

Petersen's work is pervaded by an educational realism that was atypical for reform pedagogy . He recognizes in this the basis for an "illusion-free educational science". Petersen's educational science forms an open system of learning and teaching. He refuses to set normative requirements for the child and accepts it in his being. His realistic approach particularly emphasizes Pestalozzi's “act of crime” as a practical approach to life serving to cope with life. At the same time he warns (the educators) to give up the "omnipotence of conscious education" and to be aware of the limitations, questionable nature and futility of all educational efforts. Petersen's work advocates an open system without predictions, based on the human being who is not designed for perfection, which also means that his Jena plan is to be viewed as a starting point for educational action, the goal of which is a "school for people".

Appreciations

In Germany several schools, squares and streets are named after Petersen. B. in Cologne, Frankfurt am Main, Berlin, Großenwiehe, Jena and Rostock.

In 2009 there were increasing voices calling for schools and places named after him to be renamed due to his anti-Semitism and his agreement with the racial doctrine of National Socialism. The Peter Petersen School in Kiel-Wik was dissolved as part of a school reform.

By Ortmeyers studies the Peter Petersen school in the Hessian was Weiterstadt prompted in " Anna Freud -School" (daughter of the founder of psychoanalysis, Sigmund Freud rename). The school conference of the "Peter-Petersen-Schule" in Hamburg-Wellingsbüttel on November 30, 2009 unanimously distanced itself from its previous namesake. The school was renamed “ Irena Sendler School” and the school in Bergheim was renamed “Schule am Römerturm”. The PPS in Cologne has been renamed the Rosenmaar School. In the Eschersheim district of Frankfurt am Main , the Peter-Petersen-Schule was renamed IGS Eschersheim in the course of the school change to an integrative comprehensive school.

In Jena there was a public discussion about renaming the Petersenplatz there. A corresponding application initially failed on December 14, 2010 in the responsible culture committee of the Jena City Council due to a vote, which is why the city council dealt with a new application for renaming on February 17, 2011. After 3½ hours of debate, the majority accepted the proposal to rename, although the new name had yet to be determined by the culture committee. On March 22nd, the culture committee of the Jena City Council decided by a majority to rename Petersenplatz to “Jenaplan”. Since then, a plaque commemorates the square and its (name) history.

In Mannheim, too, there was a long and by no means conflict-free discussion about the name Peter-Petersen-Gymnasium. It was only in the course of the rebuilding of the school that it was renamed, but with broad consensus. Students, teachers, parents and citizens agreed on a memory of Johanna Geissmar . Together with the inauguration of the new building in 2014, the school was renamed Johanna-Geissmar-Gymnasium.

Works (selection)

The big Jena plan in three volumes
  • School life and teaching of a free general elementary school according to the principles of new education.
  • The creative work in the school experiment at the Jena University School.
  • The practice of schools according to the Jena plan.

General educational science in three volumes:

  • General educational science, Part I. 1924, ISBN 3-53415193-3 .
  • The origin of pedagogy. 1931
  • with E. Petersen: The analysis of frontal teaching with the help of an educational record and a list of facts. In: Scientific journal of the Friedrich Schiller University Jena 3, 1954, pp. 509-529.
  • Man in the reality of education. 1954, ISBN 3-407-54145-7 .
Further monographs on the Jena plan
  • A primary school based on the principles of work and community school. 1925
  • The Jena plan and the country school.
Philosophy monographs
  • The idea of ​​development in Wundt's philosophy, at the same time a contribution to the method of cultural history. Dissertation. 1908.
  • History of Aristotelian Philosophy in Protestant Germany. Habilitation thesis. 1921.
  • Wilhelm Wundt and his time. 1925.

The complete bibliography is available under web links

Literature (selection)

  • Peter Fauser , Jürgen John , Rüdiger Stutz (eds.) And Christian Faludi (collaborators): Peter Petersen and the Jenaplan pedagogy. Historical and current perspectives. Steiner, Stuttgart 2012, ISBN 978-3-515-10208-7 .
  • Ralf Koerrenz : School model: Jena plan. Basics of a reform pedagogical program. Paderborn 2011, ISBN 978-3-506-77228-2 .
  • Hartmut Draeger: The ride on the tiger. Petersen's attempts to assert himself between adaptation and resistance in real National Socialism. In: Children's life. Journal for Jenaplan pedagogy. Issue July 27, 2008, pp. 5-39.
  • Hartmut Draeger: The new internationality of the Jenaplan . In: Children's life. Journal for Jenaplan pedagogy. Issue 25, July 2007, pp. 2, 11f, 23-38.
  • Hein Retter : Reform Education and Protestantism in the Transition to Democracy. Studies on Peter Petersen's pedagogy. Peter Lang-Verlag, Frankfurt / M. 2007. (Braunschweig Contributions to Cultural History, Vol. 1, edited by Gerd Biegel and Angele Klein)
  • Torsten Schwan: The Petersen reception in the Federal Republic of Germany 1960 to 1984. Peter Lang-Verlag, Frankfurt / M., 2007.
  • Ralf Koerrenz (Hrsg.): Jena plan in the network of international school reform. Jena 2007, ISBN 978-3-938203-55-2 .
  • Oliver Kliss: Religious instruction with Peter Petersen. ( Pedagogical Reform [PRe], ed. By R. Koerrenz, Volume 2), Jena 2004.
  • Michael Koch, Matthias Schwarzkopf: Pedagogical Concepts of Jena Educational Science in the Nazi Era. In: Uwe Hoßfeld, Jürgen John, Oliver Lemuth, Rüdiger Stutz (eds.): "Combative Science". Studies at the University of Jena under National Socialism. Böhlau, Cologne / Weimar / Vienna 2003, ISBN 3-412-04102-5 , pp. 772–793.
  • Torsten Schwan: A politically naive, opportunistic theorist? Peter Petersen and National Socialism: Status and Problems of Research. In: ibid., Pp. 822-849.
  • Robert Döpp: "... but somehow right in the middle ...": "Jena plan" under National Socialism. A contribution to the "everyday history" of the Nazi era . In: ibid., Pp. 794-821.
  • Birgit Ofenbach: Peter Petersen General Educational Science, Part I. WB, Darmstadt 2002, ISBN 3-534-15193-3 . (Work interpretations of pedagogical classics)
  • Barbara Kluge:  Petersen, Peter. In: New German Biography (NDB). Volume 20, Duncker & Humblot, Berlin 2001, ISBN 3-428-00201-6 , pp. 258 f. ( Digitized version ).
  • Ralf Koerrenz, Will Lütgert (ed.): Jena plan. Beyond school pedagogy. Weinheim 2001, ISBN 3-407-25245-5 .
  • Bettelheim, Freinet, Geheeb, Korczak, Montessori, Neill, Petersen, Zulliger. In: Friedrich Koch : The departure of pedagogy. Worlds in your head. Hamburg 2000, ISBN 3-434-53026-6 .
  • Birgit Ofenbach: Education in schools and lessons. Peter Petersen's model of an educational school, Donauwörth 2000.
  • Hein Retter (ed.): Reform pedagogy between reconstruction, criticism and understanding. Contributions to Peter Petersen's pedagogy. Deutscher Studien Verlag, Weinheim 1996.
  • Hein Retter (ed.): Peter Petersen and the Jenaplan. From the Weimar Republic to the post-war period, Deutscher Studien Verlag, Weinheim 1996.
  • Hein Retter: Theology, Pedagogy and Religious Education with Peter Petersen. Deutscher Studien Verlag, Weinheim 1995 (Forum on Education and Didactics of Religion, Vol. 12)
  • Hein Retter:  PETERSEN, Peter. In: Biographisch-Bibliographisches Kirchenlexikon (BBKL). Volume 23, Bautz, Nordhausen 2004, ISBN 3-88309-155-3 , Sp. 1061-1083.  ( Article / beginning of article in Internet archive )

Broadcast reports

Web links

Individual evidence

  1. ↑ Jürgen Wiechmann: Frontal teaching. In: Twelve Teaching Methods. Beltz, 2000.
  2. ^ Susanne Müller: Peter Petersen - a reform pedagogical movement and its significance today. GRIN Verlag, 2004, p. 29.
  3. ↑ "Since I didn't have the right political stance for what was then red and democratic Hamburg, I was ... passed over." n. B. Ofenbach (2002), p. 99.
  4. ↑ cit. n. Ofenbach (2002), p. 126.
  5. ↑ Hans-Christian Harten, Uwe Neirich, Matthias Schwerendt: Racial hygiene as an educational ideology of the Third Reich. Akademie Verlag, 2006, p. 175.
  6. ^ Fritz Helling: My life as a political educator. (Eds. Burkhard Dietz , Jost Biermann ), Verlag Peter Lang, Frankfurt am Main 2007
  7. ↑ Hilbert Meyer: Schulpädagogik , Vol. 2. Cornelsen, Berlin 1997, p. 167.
  8. ↑ Peter Petersen: The importance and value of the political-soldier for the German teacher and our school. In: German education. quoted n. The personal dictionary on the Third Reich. Who was what before and after 1945. Fischer Taschenbuch Verlag, 2. act. Edition, Frankfurt am Main 2005, ISBN 978-3-596-16048-8 , p. 456.
  9. ↑ Benjamin Ortmeyer: Myth and Pathos instead of Logos and Ethos - On the publications of leading educationalists in the Nazi era: Eduard Spranger , Herman Nohl , Erich Less and Peter Petersen. Beltz Verlag, Weinheim 2009, ISBN 978-3-4078-5798-9 .
  10. ↑ Hans-Christian Harten, Uwe Neirich, Matthias Schwerendt: Racial hygiene as an educational ideology of the Third Reich. Akademie Verlag, 2006, ISBN 978-3-0500-4094-3 , pp. 174-177.
  11. ^ Racial hygiene as an educational ideology of the Third Reich. P. 177.
  12. ↑ Klee: Personal Lexicon for the Third Reich. P. 456 (after Susanne Zimmermann: The Medical Faculty of the University of Jena during the time of National Socialism. Berlin 2000, p. 185 ff.)
  13. ↑ Luk. 22.26 By the largest, Petersen means the oldest.
  14. ^ Benjamin Ortmeyer: Mythos and Pathos instead of Logos and Ethos - On the publications of leading educationalists in the Nazi era: Eduard Spranger, Herman Nohl, Erich Less and Peter Petersen. Beltz Verlag, Weinheim 2009, here pp. 436–438.
  15. ↑ Peter Petersen: Allgemeine Erziehungswissenschaft, Volume III: The human being in the educational reality. Berlin 1954, p. 196.
  16. ↑ Hein Retter: Why I disagree with Benjamin Ortmeyer. New findings on Peter Petersen. o. O. 2010, p. 98. [unpublished manuscript], available on the homepage of the city of Jena: Archived copy ( Memento from March 4, 2016 in the Internet Archive )
  17. ↑ Hein Retter: Reform Education and Protestantism in the Transition to Democracy. Studies on Peter Petersen's pedagogy . Peter Lang, Frankfurt am Main 2007, ISBN 978-3-631-56794-4 , p. 156-160 .
  18. ↑ Uwe-Karsten Petersen: The Jena Plan: The integrative school reality in pictures and documents from the estate of Peter Petersen . Peter Lang, Frankfurt am Main 1991, ISBN 978-3-631-42547-3 .
  19. ↑ Hein Retter: Reform Education and Protestantism in the Transition to Democracy. Studies on Peter Petersen's pedagogy . Peter Lang, Frankfurt am Main 2007, ISBN 978-3-631-56794-4 , p. 815-823 .
  20. ^ Robert Döpp: Jenaplan pedagogy in National Socialism. A contribution to the end of uniqueness . LIT, Hamburg / London 2003, ISBN 978-3-8258-6496-5 , pp. 22 .
  21. ↑ Directory of the archive. (PDF) In: jenaplan-archiv.de. September 2005, accessed August 12, 2020 .
  22. ^ Petersen: General educational science. P. 109.
  23. ↑ A problem called Petersen. In: Der Spiegel , accessed October 4, 2009
  24. ↑ Friedrich-Junge-Schule - History. Retrieved January 8, 2020 .
  25. ↑ Archived copy ( Memento from January 5, 2010 in the Internet Archive )
  26. ^ Irena Sendler School Hamburg: PPS is now called Irena Sendler School. ( Memento from January 15, 2015 in the Internet Archive )
  27. ^ Website of the "Schule am Römerturm", Bergheim
  28. ↑ http://www.peter-petersen-schule-koeln.de/index.php
  29. ^ Frankfurter blog: Peter Petersen School is renamed.
  30. ↑ Article search at jenapolis.de ( Memento from February 9, 2011 in the Internet Archive )
  31. ↑ https://benjaminortmeyer.de/wp-content/uploads/2010/11/ganz-petersen-otz-0411101.pdf
  32. ↑ Archived copy ( Memento from December 17, 2010 in the Internet Archive )
  33. ↑ http://egov1.kommunenonline.de/sessionnet/buergerinfo//vo0050.php?__kvonr=4232&voselect=3253
  34. ↑ Decision at jenapolis.de ( Memento from April 1, 2011 in the Internet Archive )
  35. ↑ https://www.morgenweb.de/mannheim/mannheim-stadt/neuer-schulname-auf-der-schonau-gesucht-1.150783
  36. ↑ cf. Mannheimer Morgen Edition Mannheim North January 17th, 2014 p. 31
personal data
SURNAME Petersen, Peter
BRIEF DESCRIPTION German reform pedagogue
DATE OF BIRTH June 26, 1884
PLACE OF BIRTH Großenwiehe near Flensburg
DATE OF DEATH March 21, 1952
Place of death Jena