Positive pedagogy

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Positive pedagogy is a scientific theory of education and upbringing that postulates teaching / accompaniment that is oriented towards the strengths of the learner, appreciative and takes the individual into consideration. It uses insights and concepts from a resource-oriented perspective as described in positive psychology and related approaches. She researches these with regard to the design of educational areas and implements the knowledge gained in practice.

Theoretical background

Positive pedagogy takes into account processes of self- education that have an individual basis for the use of educational potential. In particular, positive pedagogy refers to positive psychology (Seligman Europe represented by Philipp Streit (Graz)) on scientific findings in educational research , philosophy , neurobiology , salutogenesis , resilience , flow , gestalt pedagogy and interdisciplinary happiness research .

Scientific understanding

Positive pedagogy sees itself as part of qualitative development research and examines which processes and forces can contribute to developing potential and converting it into participation forces.

Pedagogical Practice

In pedagogical practice, she shares the concern to name, emphasize and increase individual and social resources. In doing so, deficits are not overlooked, but are analyzed in a resource-oriented and relationship-sensitive manner. Positive pedagogy is in the service of personality development by means of balancing strengths and weaknesses and using them for synergetic potential development. The focus is on opening up individual and social development fields. Autonomous as well as responsible, i.e. socially related action are promoted equally.

Conceptual classification

With regard to the field of pedagogical theories, positive pedagogy sees itself as a supplement to knowledge pedagogy, which is based on knowledge and skills, and socialization pedagogy aimed at education.

Positive pedagogy argues from a salutogenic point of view that the importance of being connected to oneself, one's physical and psychological dimensions and the basic experience of experiencing and shaping the world in a coherent and meaningful way are important determinants of physical, mental, social and spiritual well-being are.

The three pillars of positive psychology are understood to be the central aspects of positive education: the positive experience, the positive characteristics (strengths of character) and the positive institutions or the “creative fields” that promote the development of potential in individuals and groups in a special way.

Emergence and new developments

The term positive pedagogy arose from the criticism of a one-sided academic-cognitive school and teaching practice as well as the deficit orientation of the structured school system. Initiated by dealing with the concepts mentioned in the introduction, the educational scientist Olaf-Axel Burow presented the concept of positive pedagogy, which he is further developing in the educational and corporate sector through school development workshops and the process of appreciative organizational development and in cooperation with the German Academy for Pedagogics Leadership (DAPF) has also evaluated. Since 2008, over 1000 school principals and other executives have taken part in these workshops.

In 2007, Ernst Fritz-Schubert established a meanwhile widespread practical implementation of positive psychology and salutogenic principles in the form of a curriculum in the school context in Heidelberg with the "school subject happiness". The focus of the subject is the acquisition of emotional skills and the creation of one's own personality in the sense of a process of self-discovery and “self-formation”. The subject, which is now (as of 2014) anchored in over a hundred schools in Germany, has now also found its way into teacher training and further education. As a result of the “happiness lessons”, empirical studies prove the increased ability to act in the sense of improved self and environmental control, as an important step on the way to a happy life.

The educational scientist Ulrike Graf has presented a first qualitative evaluation study for the seminar "School Subject Happiness" from the field of teacher training. It shows the importance of a culture of perception of feelings and needs for professional action in the school context. Likewise, a change in attitudes towards the pupils could be ascertained insofar as the students see themselves less with the intended demands towards them (“pupils should ...”), but rather talk about how they enable the desired learning processes could. Last but not least, the insight that the teaching profession has political significance could be summed up in the group of students examined.

This perspective is expanded by the concept of character strengths and virtues, which was brought into the literature by psychologists such as Christopher Peterson, Martin Seligman and Nansook Park (in the German-speaking area Willibald Ruch , René Proyer; also www.charakterstaerken.org). The effectiveness of the use of character strengths on well-being in school, work and leisure has been proven in a series of studies.

Based on these events, an interdisciplinary initiative group was formed in German-speaking countries in 2014 to work on the scientific foundation of this new direction.

Goal and focus

The aim of positive pedagogy is to support the striving of each individual to develop their own possibilities independently. In this way, in freedom and self-determination, while preserving the human need to feel connected to other people and to shape the future in a fruitful togetherness.

education and parenting

In the areas of education and upbringing, positive pedagogy aims to overcome the one-sided deficit orientation. In this sense, it aims to develop a comprehensive culture of appreciation in educational institutions. From this perspective, the main task of pedagogy is to support children and young people in discovering their talents and strengths and in being able to gain meaningful experiences that allow them to develop their own values ​​and attitudes that enable them to take on self-determined responsibility. Positive pedagogy sees the ability to develop potential and self-education in social responsibility as the most important goal.

It promotes the opening to an appreciative, participatory relationship culture between all actors involved in education. It is guided by the understanding of the jointly learning organization, with the aim of creating organizational framework conditions that combine the development of potential with optimal performance. Through personalized learning opportunities, positive pedagogy promotes the development of emotional competencies, a self-esteem based on the value of one's own person as such, a pronounced self-competence and has a supportive effect in self-discovery and the development of a concept of self and life based on this.

These views tie in with the ideas of the early Enlightenmentists. The first professor of education, Ernst Christian Trapp , postulated in Halle as early as 1780: "Education is the education of people to be happy". An orientation that the educational scientist Jürgen Overhoff established historically in his study “To be able to learn from happiness”.

Employee and organisation development

In the area of ​​personnel and organizational development, positive pedagogy aims to establish organizational or corporate structures that promote potential development and are based on trust, transparency and appreciation. In recent times there have also been attempts to transfer the concepts from positive psychology, positive education and happiness research to define “gross national happiness”, originally initiated by the then King of Bhutan, Jigme Singye Wangchuck (1997). In the meantime, Ha Vinh Tho (2014) has followed up with a study on the “fundamental right to happiness”.

Fields of application of positive pedagogy

Positive pedagogy is currently taught at the universities of Kassel, Osnabrück and Zurich as part of teacher training in lectures and seminars. There are also private institutes such as the Fritz Schubert Institute in Heidelberg, which offers training in happiness as a school subject. It is also used in school development as well as teacher training.

criticism

Critical questions must be asked about the reference concepts of positive pedagogy:

  1. Do they apoliticize people by "internalizing" all problems and ignoring the questions of structural handicaps?
  2. Do you lead the individual into an autonomy dilemma when each person is solely responsible for the success of their life and thus also for experiences of failure?
  3. Is the development of potential instrumentalized to maximize profit that transcends human boundaries?
  4. And last but not least: Are approaches that emphasize individual resources not “forging conservatism”, because whoever is satisfied does not change anything?

To 1 .: In research as well as in the practice of positive education, structural and individual aspects are taken into account. Burow's draft of a positive pedagogy is based on a detailed critique of the federal republican school system that tends to select and exclude. Positive pedagogy aims at overcoming these limitations through comprehensive development of potential and guaranteeing equal opportunities. However, this shows the limits of pedagogy, because structural handicaps can ultimately only be overcome through political influence. At the same time, however, it is important to use the leeway that exists, which can contribute to raising awareness and thus ultimately to changing political majorities.

Regarding 2 .: The autonomy dilemma is particularly important in areas of psychological phenomena in which people cannot access their personal resources without professional help. You must not get into a subjectively felt "guilt loop". Beyond that, autonomy is not an absolute value, but due to the human constitution it is always one of two poles, the opposite of which is called social solidarity or, in the language of humanistic pedagogy, dependency. New research points to the differences encountered in heterogeneous societies in the binding offers of different cultures, which move between the emphasis on psychological autonomy and relational hierarchy.

Re 3 .: In educational contexts it is always about personal development on the basis of equal rights: It is a human right to have access to education, and this in turn can only be realized in specific social contexts, which is at the same time the goal of efforts to encourage the individual to participate in to enable this. Against this background, some essential documents of the UN and UNESCO should be mentioned that address this accordingly, such as the UN Disability Rights Convention , the UN Convention on the Rights of the Child or the UNESCO “Education for All” program, which expires in 2015.

Re 4 .: Positive pedagogy as a topic and principle in the pedagogical framework must not be limited to self-optimization as an end in itself. Rather, it serves to enable people to participate in a structured way and to develop the joy of thriving together. It is no coincidence that Benjamin Franklin enshrined the inalienable right to the pursuit of happiness in the American Declaration of Independence : "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the Pursuit of Happiness "(1776, p. 1).

See also

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Individual evidence

  1. ↑ J. Overhoff: From the happiness of being able to learn: For a purposeless education. Klett-Cotta, Stuttgart 2009, ISBN 978-3-608-94171-5 .
  2. ↑ M. Storch, J. Kuhl: The power from the self. Hogrefe, Bern 2012, ISBN 978-3-456-85256-0 .
  3. ↑ MEP Seligman: Flourish: How People Bloom. 2012.
  4. ^ D. Zöllner: The concept of general education in times of reform pedagogical upheaval using the example of Wilhelm von Humboldt, Hans Herbert Becker (GDR) and the German Committee (FRG). In: Pedagogical Review. 62, 3, 2008, pp. 271-283.
  5. ↑ T. Hoyer: From happiness and happy life: social and humanistic approaches. Vandenhoeck & Ruprecht, Göttingen 2007, ISBN 978-3-525-45180-9 .
  6. ↑ T. Esch: Neurobiology of happiness. How positive psychology changes medicine. Thieme, Stuttgart 2013, ISBN 978-3-13-166112-8 .
  7. ↑ G. Hüther: The power of inner images. Vandenhoeck & Ruprecht, Göttingen 2004, ISBN 3-525-46213-1 .
  8. ^ A. Antonovsky: Salutogenesis: To demystify health. German extended edition by A. Franke. German Society for Behavioral Therapy, Tübingen 1997, ISBN 3-87159-136-X .
  9. ^ A. Seifert: Resilience promotion at school: A study on service learning with students from risk situations. VS, Wiesbaden 2011, ISBN 978-3-531-18228-5 .
  10. ↑ M. Csikszentmihalyi: Flow in the job: The secret of happiness in the workplace. Klett-Cotta, Stuttgart 2004, ISBN 3-608-93532-0 .
  11. ↑ O.-A. Burow: Basics of Gestalt pedagogy. Modern learning publishing house, Dortmund 1988, ISBN 3-8080-0162-3 .
  12. ^ BS Frey, C. Frey Marti, C .: happiness. The view of the economy. (= Compact knowledge CH. Volume 13). Rüegger, Zurich / Chur 2010, ISBN 978-3-7253-0936-8 .
  13. ↑ Ulrike Graf: You can do something. I would like to find out with you: Considerations for a resource-oriented and relationship-sensitive educational diagnosis. In: C. Solzbacher, S. Müller-Using, I. Doll (Ed.): Strengthening resources! Individual support as a challenge for the primary school. Carl Link, Cologne 2012, ISBN 978-3-556-06155-8 , pp. 123-137.
  14. ↑ T. Rammsayer: Humanistic personality theories. In: T. Rammsayer, H. Weber: Differential Psychology - Personality Theories. Hogrefe, Göttingen 2010, ISBN 978-3-8017-2171-8 , pp. 146-163.
  15. ↑ H. Weber: Theories of self-concept. In: T. Rammsayer, H. Weber: Differential Psychology - Personality Theories. Hogrefe, Göttingen 2010, ISBN 978-3-8017-2171-8 , pp. 99-129.
  16. ^ EL Deci, RM Ryan: The self-determination theory of motivation and its meaning for pedagogy. In: Journal for Pedagogy. 39, 1993, pp. 223-238.
  17. ↑ O.-A. Burow: Team-Flow: Growing together in the creative field. Beltz, Weinheim 2015, ISBN 978-3-407-36569-9 .
  18. ↑ O.-A. Burow: Positive pedagogy: Seven ways to enjoy learning and happiness in school. Beltz, Weinheim 2011, ISBN 978-3-407-25567-9 .
  19. ^ E. Fritz-Schubert: School subject luck. How a new subject changes the school. Herder, Freiburg i. Br. 2008, ISBN 978-3-451-06323-7 .
  20. ^ E. Fritz-Schubert: One can learn happiness. What makes children strong for life. Ullstein, Berlin 2010, ISBN 978-3-548-37424-6 .
  21. ↑ E. Fritz-Schubert: Helping luck on the jumps. The secret of joie de vivre. Cross, Freiburg i. Br. 2012, ISBN 978-3-451-61107-0 .
  22. ↑ A. Bertrams: Lessons for happiness. Press release University of Mannheim August 12, 2011. uni-mannheim.de ( accessed November 30, 2014).
  23. ↑ R. Rupp, W. Knörzer: Making pupils happy and strong: Results of the scientific study accompanying the introduction of the school subject "happiness" at the Willy Hellpach vocational school. docplayer.org (accessed February 14, 2017).
  24. ↑ U. Graf: On the “value” of happiness. Reflections on a salutogenic orientation in teaching and teacher training. In: E. Naurath, M. Blasberg-Kuhnke (ed.): How values ​​are formed: Interdisciplinary and subject-specific value formation (value formation interdisciplinary). V&R Unipress, Osnabrück 2013, ISBN 978-3-8471-0130-7 , pp. 263-284.
  25. ↑ O.-A. Burow: Positive pedagogy: Seven ways to enjoy learning and happiness in school. Beltz, Weinheim 2011, ISBN 978-3-407-25567-9 .
  26. ↑ S. Müller-Using: The importance of developing values ​​for the professionalization of prospective teachers. In: E. Naurath et al. (Hrsg.): How values ​​are formed: Interdisciplinary and subject-specific value formation. Universitätsverlag, Osnabrück 2013, ISBN 978-3-8471-0130-7 , pp. 65–81.
  27. ↑ W. Ruch, RT Proyer: Positive Psychology: Fundamentals, Research Topics and Applications. In: Report Psychology. 36, 2011, pp. 60-70.
  28. ↑ W. Ruch, RT Proyer: Positive Interventions: Strength-Oriented Approaches. In: R. Frank (Hrsg.): Wellbeing therapy goal: Activating resources in psychotherapy. 2nd Edition. Springer, Berlin 2011, ISBN 978-3-642-13759-4 , pp. 83-92.
  29. ↑ O.-A. Burow: Positive pedagogy: Seven ways to enjoy learning and happiness in school. Beltz, Weinheim 2011, ISBN 978-3-407-25567-9 .
  30. ^ EC Trapp: An attempt at pedagogy. 1780. Unchanged reprint of the 1st edition
  31. ↑ J. Overhoff: From the happiness of being able to learn: For a purposeless education. Klett-Cotta, Stuttgart 2009, ISBN 978-3-608-94171-5 .
  32. ↑ HV Tho: Basic right to happiness: Bhutan's example for a successful coexistence. Nymphenburger, Munich 2014.
  33. ↑ O.-A. Burow: Digital Dividend: An educational update for more joy in learning and creativity in school. Beltz, Weinheim 2014, ISBN 978-3-407-25707-9 .
  34. ↑ O.-A. Burow: Team-Flow: Growing together in the creative field. Beltz, Weinheim 2015, ISBN 978-3-407-36569-9 .
  35. ↑ O.-A. Burow: Positive pedagogy: Seven ways to enjoy learning and happiness in school. Beltz, Weinheim 2011, ISBN 978-3-407-25567-9 .
  36. ↑ Convention on the Rights of the Child (1989). UN Convention on the Rights of the Child in full (texts in official translation) from November 20, 1989. unicef.de ( accessed November 30, 2014).
  37. ↑ H. v. Hentig: Education: An Essay. Beltz, Weinheim 1999, ISBN 3-446-18751-0 .