School psychoanalytic pedagogy

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The school's psychoanalytic pedagogy sees itself as a separate discipline which, within the framework of psychoanalytic pedagogy, meets the special requirements for the design of learning and educational processes in schools. The conceptualizations of the school's psychoanalytic pedagogy can on the one hand be distinguished from general school pedagogy and psychoanalytically oriented approaches in special pedagogy , disabled pedagogy and social pedagogy , on the other hand from clinical applications of psychoanalysis in child and adolescent psychotherapy .

History and self-image

Pioneers of psychoanalytical education who have already dealt with educational processes in schools were August Aichhorn , Siegfried Bernfeld , Fritz Redl , Bruno Bettelheim and Hans Zulliger . With a praxeologically sound understanding of "healing and research", they remained largely committed to Freud's demands and a critical attitude towards conventional pedagogical practices. The disciplinary differentiation into fields of practice and the application of psychoanalysis to pedagogical fields of work was not yet a central issue in the early days of psychoanalysis. It was only after the Second World War that the discussion in the DGfE commission “Psychoanalytical Education” (1983–1989) recognized the need to clarify the understanding of the disciplines in different practices and the necessary specifications.

With a view to the required “dignity of practice”, i.e. the need to adequately appreciate the momentum of practical fields in theory, the focus in the 1980s sharpened on the fact that the application of psychoanalysis to pedagogy opened up the possibilities and potentials of psychoanalytic pedagogy the school could not yet tap. The publications from earlier years developed more of an educational therapeutic approach . The concepts for a specifically psychoanalytical-pedagogical “teaching culture” and a related “psychoanalytical-pedagogical teacher training ” did not take place until after 2010.

Institutionalization

In the years 2001 to 2005 the “Working Group for Psychoanalytical Pedagogy of Schools (ApPS eV)” in cooperation with the “Munich Working Group for Psychoanalysis (MAP eV)” developed a curriculum for a psychoanalytically-pedagogically oriented teacher training and made this usable in seminars, workshops and lectures at public conferences for teachers of all types of schools. At a meeting of the DGfE commission “Psychoanalytical Pedagogy” from November 20-22, 2009 at the University of Education in Heidelberg on the subject of “School as a place of education and emotional space”, questions of “classroom design” and “school culture” were treated as well as how Students experience school and teachers.

School educational processes

The school's psychoanalytical pedagogy works to expand and deepen the understanding of school learning and educational processes:

  • by including the dynamic unconscious in the situational heuristics of teachers in their everyday pedagogical and didactic practice;
  • by observing the affect regulation processes and their consideration for learning, experience formation and subject formation in processes of mentalization ;
  • through a relationship-analytical view of potential for conflict in the intersubjective fields that arise in class and in school;
  • by recognizing and paying attention to the developmental needs of the students during the latency period and in adolescence ;
  • through an understanding of teaching as a setting , framework and process in which knowledge transfer is always dependent on a corresponding rationality of the setting in order to fulfill the educational mandate;
  • through an understanding of the teacher's role that opens up to the risk of connectedness with the students, so that problems of inclusion and heterogeneity in the context of transference and countertransference can find a sustainable effective solution;
  • through psychoanalytical-pedagogical concepts for perception, reflection and experience building in teacher training, which can establish an enlightened understanding of the “reason of the setting”.

theory and practice

In a discourse on the fundamentals of an interdisciplinary psychoanalytical pedagogy of the school, the premises of the psychoanalytic method and elements of the psychoanalytic setting must be modified in their significance for the situation in the classroom in connection with school learning and educational processes. For example, the central concept of transference and countertransference has to be defined differently for the school work field than in the clinical context, and concepts such as constant attention , reverie or containment have to be reflected on and defined again for the school context.

The conceptual assumptions and the specific conceptual architecture of a psychoanalytical pedagogy of the school as an independent discipline were initially related to experience with case studies and further developed in the form of theoretical concepts, including the educational experience. The frame of reference for this was u. a. the assumption that teaching is to be understood as an intersubjective process whose dynamic-unconscious dimension must be taken into account in the learning and experience processes of the students. The metatheoretical foundations for praxeological thinking in the psychoanalytical pedagogy of the school can then be named reflective, epistemological, ethical, research methodological, neurobiological and sociological concepts.

Overall, the school's psychoanalytic pedagogy developed a counter-model to the educational model of empirical educational research .

From a praxeological point of view, the following basic orientations emerged for the concepts of psychoanalytic pedagogy in the specific practical field of school and teaching:

  • The role of the “evenly floating attention” and the “reverie” must be redeveloped in terms of their significance for educational and didactic practice.
  • The function of emotional experience formation for educational processes of the self, as presented by Klein and Bion, has to be clarified for learning processes and especially for mentalization in the classroom.
  • The problems of handling transference and countertransference in terms of psychoanalytic conception must be analyzed in terms of their specific dynamics in pedagogical relational fields and their significance for didactic design processes.
  • The dynamics of unconscious basic assumptions, as described by Bion for the formation and dynamics of groups, must be explored in terms of their significance for school classes, as well as the significance of the container function for learning in groups as a process level that accompanies all learning processes in the classroom.
  • The concept of the space of possibility in the sense of Winnicott also opens up an essential, so far neglected dimension for educational processes in school lessons.

In an interdisciplinary perspective, case analyzes were used to develop new concepts that open up new insights into the psychoanalytic pedagogy of the school.

Teaching culture

According to the school's psychoanalytic pedagogy, teachers must engage with the affective and largely unconscious dramas in class with learners. Specific settings therefore support professionalization in order to promote a psychoanalytical-pedagogical understanding and the corresponding acquisition of skills in teacher training. The focus is on problems of perception, linguistic behavior and working with transference and countertransference in conflicts with students.

The rational concepts of teacher action are based on the assumption that teachers act “under time pressure”. The school's psychoanalytic pedagogy does not follow this concept of time, but is based on the principle that the unconscious is “timeless” and that early conflicts can influence experience and behavior in school due to the need to repeat . Particularly for subject formation in adolescence , psychoanalytic knowledge could become the key to pedagogical understanding.

The school's psychoanalytical pedagogy distinguishes between two complementary approaches to teaching reality:

  1. an understanding of teaching as a purposeful, rational event,
  2. and a lesson that occurs as a psychic reality and as a symbolic order .

The concept of leeway, that is, an “intermediate space” in the pedagogical reference field, requires the change in perception between observing facts and empathizing with psychological reality in order to enable emotional experiences.

Teacher training

Hofmann (1985) provided the first indications of the problems of a teacher training program geared towards psychoanalysis and pedagogy. Würker (2007) deals with the importance of Alfred Lorenzer's scenic understanding for teacher training from the perspective of psychoanalytically oriented self-reflection. Strictly oriented towards Lacan's conceptual architecture, Weber (2015) tries to analyze questions of knowledge in teacher training.

glossary

H. Hirblinger (2011) “Teaching culture (2): Didactics as dramaturgy in symbolic space” (pp. 345–430) contains a glossary on the school's psychoanalytic pedagogy.

literature

Classics and fonts before 2000

  • Sigmund Freud: Advice for the doctor in psychoanalytic treatment . In: Sigmund Freud: study edition, supplementary volume. Frankfurt a. M .: Fischer, 1975, pp. 169-180, ISBN 3-10-822711-4
  • Friedrich Ernst Daniel Schleiermacher : Theory of education . Lectures from 1826 (transcripts). In: Selected Educational Writings . Edited by E. Lichtenstein. Paderborn: Schöningh, 1983, pp. 36-243, ISBN 3-506-78350-5
  • Günther Bittner , Christoph Ertle (Ed.): Pedagogy and Psychoanalysis. Contributions to the history, theory and practice of an interdisciplinary cooperation. Würzburg: Königshausen & Neumann, 1985, ISBN 3-88479-210-5
  • Wilfred R. Bion : Attention and Interpretation , London 1970; Attention and interpretation. Tübingen: edition discord, 2006, ISBN 978-3-89295-765-2
  • Wilfred R. Bion: Learning from Experience , London 1961; Learning through experience. Frankfurt a. M .: Suhrkamp, ​​1990, ISBN 3-518-58055-8
  • Reinhard Fatke, Horst Scarbath (Hrsg.): Pioneers of psychoanalytic pedagogy. Frankfurt a. M .: Peter Lang, 1995, ISBN 3-631-48334-1
  • Melanie Klein : The importance of symbol formation for ego development . In: The soul life of the toddler . Stuttgart: Klett, 1983, pp. 36-54, ISBN 3-608-95107-5
  • Mario Muck: Psychoanalysis and School. Basics, situations, solutions . Stuttgart: Klett, 1980, ISBN 3-12-925511-7
  • Heinrich Racker : transference and countertransference. Studies on psychoanalytic technique. Munich: Ernst Reinhardt, 1982, ISBN 3-497-01006-5
  • Donald W. Winnicott : Transitional Objects and Transitional Phenomena . In: From play to creativity. Stuttgart: Klett-Cotta, 1979, pp. 10-36 ISBN 3-12-908720-6

Introductions and studies

  • Margit Datler: The Power of Emotions in Class. Giessen: Psychosozial-Verlag, 2012, ISBN 978-3-8379-2186-1
  • Peter Fonagy, György Gergely, Elliot L. Jurist, Mary Target: Affect regulation, mentalization and development of the self. Stuttgart: Klett-Cotta, 2004, ISBN 978-3-608-94384-9
  • Volker Fröhlich, Rolf Göppel (Ed.): What does school do with the children? - What are the children doing with school. Psychoanalytical and educational views of the school as an institution. Giessen: Psychosozial-Verlag, 2003, ISBN 3-89806-221-X
  • Maria Fürstaller, Wilfried Datler, Michael Wininger (eds.): Psychoanalytic pedagogy: self-understanding and history. Berlin: Barbara Budrich, 2015, ISBN 978-3-8474-0192-6
  • Rolf Göppel, Annedore Hirblinger, Heiner Hirblinger, Achim Würker (eds.): School as a place of education and “emotional space”. The contribution of psychoanalytic pedagogy to lesson design and school culture . Opladen: Barbara Budrich, 2010, ISBN 978-3-86649-354-4
  • Heiner Hirblinger: Experience building in class. The dynamics of unconscious processes in the classroom relationship field. Weinheim: Juventa Verlag, 1999, ISBN 3-7799-1060-8
  • Heiner Hirblinger: teaching culture. Volume 1: Emotional experiences and mentalization in school learning processes. Volume 2: Didactics as dramaturgy in symbolic space. Giessen: Psychosozial-Verlag, 2011, ISBN 978-3-8379-2079-6
  • Heiner Hirblinger: Basics and perspectives of a psychoanalytic pedagogy of the school . In: Enzyklopädie Erziehungswissenschaft Online (EEO), subject area of ​​psychoanalytic pedagogy in various fields of practice. Juventa-Beltz, 2012.
  • Heiner Hirblinger: Teacher training from a psychoanalytical-pedagogical perspective. Basics for theory and practice. Giessen: Psychosozial-Verlag, 2017, ISBN 978-3-8379-2656-9
  • Heiner Hirblinger: Psychoanalytical-pedagogical skills for teacher training. Perception, linguistic action and organization of experience. Gießen: Psychosozial-Verlag, 2018, ISBN 978-3-8379-2657-6
  • Jean-Marie Weber, Julia Strohmer: The reference to knowledge in teacher training: A psychoanalytical study on transformations in the training process (pedagogy). Berlin: Frank & Timme, 2015, ISBN 978-3-7329-0081-7
  • Achim Würker: teacher training and scenic understanding. Professionalization through psychoanalytically oriented self-reflection. Baltmannsweiler: Schneider-Verlag, 2007, ISBN 978-3-8340-0163-4

Web links

Individual evidence

  1. ↑ Fatke, R. & Scarbath, H. (Eds.): Pioneers of Psychoanalytic Pedagogy. Frankfurt a. M .: Lang 1995
  2. ↑ Datler, W., Fatke, R. & Winterhager, L. (1994): On the institutionalization of psychoanalytic pedagogy in the 1980s and 1990s: The establishment of the commission “Psychoanalytic pedagogy” in the German Society for Educational Sciences. In: Yearbook for Psychoanalytic Pedagogy 6, Mainz: Grünewald, pp. 132–161.
  3. ^ Schleiermacher, FED (1826): Theory of Education. Lectures from 1826 (transcripts). In: FED Schleiermacher, Selected Pedagogical Writings. Pp. 36-243. Edited by E. Lichtenstein. Paderborn: Schöningh 1983.
  4. ↑ Cf. Fürstenau, P. (1964): Psychoanalysis of the school as an institution. In: Das Argument, 6th vol., No. 2, pp. 65–78. - Wellendorf, F. (1973): School socialization and identity. Weinheim: Beltz. - Singer, K. (1973): Does school prevent learning? Munich: Ehrenwirth. - Muck, M. (1980): Psychoanalysis and School. Basics, situations, solutions. Stuttgart: Velcro.
  5. ↑ Hirblinger, H. (2011): teaching culture. Volume 1: Emotional experiences and mentalization in school learning processes. Volume 2: Didactics as dramaturgy in symbolic space. Giessen: Psychosozial-Verlag.
  6. ↑ Hirblinger, H. (2017): Teacher training from a psychoanalytical-pedagogical perspective. Basics for theory and practice . Giessen: Psychosozial-Verlag. - Hirblinger, H. (2018): Psychoanalytical-pedagogical skills for teacher training. Perception, linguistic action and organization of experience. Giessen: Psychosozial-Verlag.
  7. ^ Rolf Göppel, Annedore Hirblinger, Heiner Hirblinger, Achim Würker (eds.): School as a place of education and "emotional space". The contribution of psychoanalytic pedagogy to lesson design and school culture. Opladen: Barbara Budrich, 2010.
  8. ↑ Hirblinger, H. (2012): Basics and perspectives of a psychoanalytical pedagogy of the school. In: Enzyklopädie Erziehungswissenschaft Online (EEO), subject area of ​​psychoanalytic pedagogy in various fields of practice. Juventa & Beltz.
  9. ↑ Hirblinger, A. (2003): The case discussion group between teaching reality and the pedagogical ego ideal. In: V. Fröhlich & R. Göppel (eds.): What does school do with the children? - What do the children do with school? Psychoanalytical and pedagogical views of the school as an institution (pp. 151–169). Giessen: Psychosozial-Verlag.
  10. ↑ Freud, S. (1912): Advice for the doctor in psychoanalytic treatment. In: S. Freud, study edition, supplementary volume (pp. 169–180). Frankfurt a. M .: Fischer.
  11. ^ Bion, W. (1970): Attention and Interpretation. Tübingen: edition discord, 2006.
  12. ↑ Klein, M. (1930): The importance of symbol formation for ego development. In: M. Klein (1983): Das Seelenleben des Kleinkindes (pp. 36–54). Stuttgart: Velcro.
  13. ^ Bion, W. (1962): Learning through experience . Frankfurt a. M .: Suhrkamp, ​​1990.
  14. ↑ Fonagy, P, Gergely, G., Jurist, E. & Target, M. (2004): Affect regulation, mentalization and development of the self (pp. 10–36). Stuttgart: Velcro-Cotta
  15. ^ Racker, H. (1982): Transfer and countertransference. Studies on psychoanalytic technique. Munich: Ernst Reinhardt.
  16. ^ Bion, WR (1961): Experiences in groups and other writings. Stuttgart: Klett, 1974.
  17. ^ Winnicott, DW (1953 ): Transition Objects and Transition Phenomena. In: DW Winnicott (1971): From play to creativity. Stuttgart: Klett-Cotta, 1979.
  18. ↑ Hirblinger, H. (1999). Experience building in class. The dynamics of unconscious processes in the classroom relationship field. Weinheim: Juventa Verlag.
  19. ↑ Göppel, R., Hirblinger, A., Hirblinger, H. & Würker, A. (Eds.) (2010): School as a place of education and "emotional space". The contribution of psychoanalytic pedagogy to lesson design and school culture. Opladen: Barbara Budrich. - Datler, M. (2012). The power of emotions in class. Giessen: Psychosozial-Verlag.
  20. ^ Hofmann, Ch. (1985): What makes teaching work so strenuous? Some psychoanalytic aspects to forms of defense within the teaching work. In: G. Bittner & Ch. Ertle (Ed.) (1985): Pedagogy and Psychoanalysis. Contributions to the history, theory and practice of an interdisciplinary cooperation (pp. 137–149). Würzburg: Königshausen & Neumann.
  21. ↑ Würker, A. (2007): Teacher training and scenic understanding. Professionalization through psychoanalytically oriented self-reflection. Baltmannsweiler: Schneider-Verlag.
  22. ↑ J.-M. Weber, J. Strohmer: The relation to knowledge in teacher training: A psychoanalytical study on transformations in the training process (pedagogy). Frank & Timme, Berlin 2015.