Philanthropism

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The term philanthropism (only singular, also philanthropinism ) comes from the Greek  φιλος (friend) and ανθροπος (human). Philanthropism is the doctrine of education for naturalness, reason and human friendship ( philanthropy ). He is the educational reform movement in the Age of Enlightenment associate and was used in Germany and Switzerland in the second half of the 18th and the early 19th century.

Main principles of philanthropic education

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  • Consideration of the age level and individuality of the child
  • Clarity of teaching
  • Use of playful elements in the classroom
  • Teaching to think independently
  • religious tolerance (general religious instruction)
  • compulsory physical activities ( physical education , play lessons)
  • Prohibition of corporal punishment
  • practical life-oriented content (modern languages, natural sciences )
  • Handicraft lessons
  • patriotic upbringing (through German language, literature, geography and history lessons )
  • Principle of equality (same clothes and same food, regardless of class)
  • Sex instruction

From 1743 onwards, through his teacher Hermann Samuel Reimarus , Basedow got to know the educational principles of John Locke , who had demanded that learning should ideally be a happy game. Raising children should be designed as sport and play . In his own educational practice, Basedow then preferred playful doctrinal conversations as well as real-life lessons that are sensual, vivid, everyday and cheerful and arise from the game. The loving treatment of the students was important to him.

Basedow was particularly keen to interest children in reading at pre-school age, as he considered reading skills to be the key to learning success in all subjects.

History of philanthropism

The following important information is missing from this article or section:
Despite the reference to Rousseau, this is presented here somewhat ahistorically. What exactly is the historical context of philanthropism? Surely there is more to it than just secularization. What is the relationship between philanthropism and the education of the Enlightenment ?
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One of the main questions of the time of the Enlightenment was the question of the improvement of the school system and the education of the people. The emerging school system, which was still heavily dependent on the church, could not meet the ever-growing need for education; the desire for religious tolerance also made new teaching concepts and state schools necessary.

In this context, many philosophers, politicians and thinkers of this time dealt with upbringing and educational problems. Some of them, who were strongly influenced by Rousseau's natural concept of upbringing , and whose highest educational goal was to bring up happy, philanthropic and sensible people, called themselves philanthropists.

Although many philanthropists developed their ideas at the same time thanks to the steadily increasing magazine and book production and intensive correspondence, traveling together and open discourses, Johann Bernhard Basedow (1724–1790) was rightly considered to be the founder of the philanthropic movement. He developed the first philanthropic concepts without having received Rousseau.

Johann Bernhard Basedow

Johann Bernhard Basedow , the son of a wig maker, had studied theology and received his master's degree in 1752 . He made his first practical attempts to improve teaching while working as a private teacher . The conservative teaching methods in teaching the Latin language produced few results for him. He introduced vivid and playful elements into the teaching process that were particularly successful and focused on learning by speaking rather than learning grammar. His pupil was already considered to be “a well-trained high school student” at the age of ten. This success gave Basedow the idea of ​​further developing the educational methods.

From 1753 Basedow worked as a professor in the knight academy in Sorø on Zealand (Denmark). During this time he wrote many papers on education, philosophy and religion. His thoughts and works on religious tolerance earned Basedow a scandalous reputation.

In 1761 Basedow was dismissed from the knight academy because of his religious statements and transferred to the Christianeum high school in Altona (then also Denmark). There Basedow concentrated on the development of the education and training system. In 1763 he drafted a plan for a model school in which independent thinking, philanthropy and tolerance should be taught as the guiding values ​​of an enlightened society. In 1766 his book "Presentation to human friends and wealthy men about schools, studies and their influence on public welfare, with a plan for an elementary book of human knowledge" was published. In this work Basedow formulated his educational program, which is later referred to as philanthropism.

His writings reflect the thoughts of such philosophers as Rousseau , Locke , Comenius and his former teacher Richey and Reimarus .

In 1770 the first part of "Elementarwerk" (in some sources "Elementarbuch") appeared, a central basic work of philanthropic education. The “elementary work”, a collection of copperplate engravings with detailed descriptions, should accompany the child from the first knowledge through to academic studies without skipping the natural stages of development.

Philanthropinum in Dessau

Numerous writings on education brought Basedow fame. In 1771, the Prince of Dessau invited Leopold Friederich Franz Basedow to help him with his plans to improve the state schools. In 1774 Basedow founded his first educational institution; he called it Philanthropinum and described it as a "school of philanthropy for learners and young teachers". The Philanthropinum should

  1. be a seminar for the education of future teachers,
  2. an educational institute for children of wealthy parents from 6 to 18 years of age or for retirees,
  3. an educational institution for 11 to 15-year-old poor children who, depending on their abilities, could be trained either to become teachers or school-holders in lower schools or to become good servants.

At the time, Basedow had many like-minded friends and followers. Some of them, such as Joachim Heinrich Campe (1746–1818), Ernst Christian Trapp (1745–1818) and Christian Gotthilf Salzmann (1744–1811), taught at the Philanthropinum Dessau . In 1777 a Philanthropic Society was founded in Dessau, which contained 26 names. At the same time, the “Société des Philanthropes” was established in Switzerland.

In the beginning, the Dessau Philanthropinum was very successful and caused a sensation not only in Germany, but throughout Europe. But the success didn't last long. In 1793 the Philanthropinum was closed due to organizational and financial problems and because of long-standing disputes between the teachers.

Even Basedow was disappointed with his creation because he did not see his goals achieved. As early as 1776 he gave up the management of the Philanthropinum for the time being and finally in 1778, and was active as a writer until the end of his life. Basedow died in Magdeburg in 1790 .

Philanthropic Practice

Basedow's supporters tried to develop the philanthropic ideas further and put them into practice. Christian Gotthilf Salzmann founded the educational institute in Schnepfenthal in 1784, in which he endeavored to implement the basic ideas of philanthropism, albeit in a partially modified form. Christian Heinrich Wolke (1746–1806), his daughter's closest friend and teacher, was called to Russia and tried to introduce the ideas of philanthropism there. Ernst Christian Trapp published his work "An attempt at pedagogy" in 1780, in which he sought to bring the basic pedagogical ideas of philanthropism into a system. Joachim Heinrich Campe , who took over the management of the Dessau Philanthropinum after Basedow, but left his position shortly afterwards because of a dispute with Basedow, was subsequently referred to as the most important "writer of philanthropism" because he wrote literature for young people and in 1785 –1792 conceived and published the 16-volume revision work "General revision of the entire school and education system".

Friedrich Eberhard von Rochow (1734–1805), who was a bit distant from Basedow, opened a rural school as early as 1773 (before the opening of the Dessau Philanthropinum), which was considered the first philanthropic school at all.

In total there were up to 60 philanthropists in Germany, plus some philanthropic educational institutions in Switzerland, France, Russia and North America.

Philanthropic philosophy

Philanthropic upbringing has primarily been oriented towards making the charitable, blissful, and philanthropic patriots. The formula "happy individual = happy state" became almost indisputable in the Enlightenment period. Because of the political and religious fragmentation of the country at the time, the implantation of patriotism and religious tolerance were an important task of philanthropic education. The German, national literature, geography, history and general religion classes were used for this.

Philanthropists rejected the determination of man's position by birth and oriented themselves to functional positions in which each person took his place according to his possibilities and his ability. As the philanthropists fought for the lifting of the booth, they tried to prepare the new generation for each booth. For this, in addition to the same school uniform and the same food, “Standestage” was introduced in the Dessau Philanthropinum. People should be prepared for a community life. This should be based on realistic, practical aspects such as foreign language and science classes, handicraft classes and sports activities. In addition, the students of the Philanthropinum visited production facilities and farmers.

The child-friendly teaching design, observance of the age level, use of the games and visual aids should serve to better understand the content, convey independent thinking and arouse the desire to learn.

Importance of Philanthropism in History

The lifetime of philanthropism was relatively short, but very significant in history. In pedagogical terms, he made a significant contribution to the development of pedagogy as a science and to the approach of child psychology . Philanthropists were the first to recognize the importance of infant education and treatment of the infant and even the fetus.

Physical education goes back to the philanthropists . Teaching methods such as visual aids and educational games were also first used by philanthropists.

The philanthropists established children's and youth literature as an independent literary genre. With his adaptation of Robinson Crusoe and other works, Campe had a great influence on the development of children's and youth literature .

The philanthropists also did pioneering work in the field of systematic gender instruction. Basedow already pointed out the importance of the problem in his Philalethie (1764). Christian Gotthilf Salzmann published the first monograph on the subject in 1785 (On the secret sins of youth). Villaume and Oest wrote treatises in Joachim Heinrich Campes General Revision of the Entire School and Education System (Part 6/7 1787). Christian Hinrich Wolke tried to put his theoretical considerations into practice in the philanthropist in Dessau.

From a political perspective, philanthropists have played a crucial role in the struggle for dissolution.

Most famous philanthropists

reception

The following important information is missing from this article or section:
No argument with Rutschky, who relates her argumentation on so-called black pedagogy to a large extent to the literature of philanthropist educators, whom she accuses of having committed the most serious abuse of children. Unfortunately, the article gives no indication of how it was possible that Rutschky came to such a point of view. Are the philanthropists' texts open to attack?
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In 1977, Katharina Rutschky classified parts of philanthropism as " black pedagogy ". She was referring to the pedagogy of the Enlightenment, which philanthropism was trying to reform.

See also

literature

Individual evidence

  1. ↑ a b Jürgen Overhoff: "... but with pleasure!" In: The time . April 10, 2003, accessed December 11, 2018 .
  2. ↑ Cf. exemplarily for Basedow and the Philanthropin in Dessau: Jürgen Overhoff: Immanuel Kant, the Philanthropic Pedagogy and the Education for Religious Tolerance. In: Dina Emundts (Ed.): Immanuel Kant and the Berlin Enlightenment. Reichert, Wiesbaden 2000, ISBN 3-89500-156-2 , pp. 133-147.
  3. ^ A b Cf. Jürgen Overhoff: The early history of philanthropism 1715–1771. Constitutional conditions, fields of practice and effect of an educational reform program in the age of the Enlightenment. Niemeyer, Tübingen 2004, ISBN 3-484-81026-2 .
  4. ↑ See Jürgen Overhoff: The early history of philanthropism 1715–1771. Constitutional conditions, fields of practice and effect of an educational reform program in the age of the Enlightenment. Niemeyer, Tübingen 2004, ISBN 3-484-81026-2 , p. 79.
  5. ↑ Cf. Educators in the Age of Enlightenment - the Philanthropists: Johann Bernard Basedow, Friedrich Eberhard von Rochow, Joachim Henrich Campe, Christian Gotthilf Salzmann. In: Heinz-Elmar Tenorth (ed.): Classics of Pedagogy. Volume 1: From Erasmus to Helene Lange. Beck, Munich 2003, ISBN 3-406-60199-5 , pp. 119–143, here: p. 127.
  6. ^ Max Müller:  Basedow, Johann Bernhard . In: Allgemeine Deutsche Biographie (ADB). Volume 2, Duncker & Humblot, Leipzig 1875, pp. 113-124.
  7. ^ Karl-Heinz Günther, Franz Hofmann, Gerd Hohendorf a. a .: History of education. People and Knowledge, Berlin 1967, p. 170.
  8. ↑ Cf. Heinz-Elmar Tenorth : History of Education. Introduction to the basics of their modern development. 5th edition. Juventa, Weinheim 2010, ISBN 978-3-7799-1517-1 , p. 91.
  9. ↑ See Hans-Heino Ewers: Children's and youth literature of the Enlightenment. A collection of texts. Bibliographically amended edition. Reclam, Stuttgart 1991, pp. 6-13. (online) ( Memento of the original from October 25, 2007 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.aleki.uni-koeln.de
  10. ↑ Friedrich Koch : Sexuality, Education and Society. From gender instruction to emancipatory sex education. Frankfurt 2000.
  11. ↑ Katharina Rutschky (ed.): Black pedagogy: Sources for the natural history of civil education . Ullstein, Berlin 1977, ISBN 3-548-35670-2 .