Reckahner reflections

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The Reckahner reflections on the ethics of educational relationships are ten guidelines that describe what characterizes good relationships in educational settings . They can be used as a guide for teachers and educational professionals. The ten guidelines have been developed over five years by numerous experts from educational practice, educational research and educational policy. The initiator was the educational scientist Annedore Prengel , the editorial team also included Friederike Heinzel , Sandra Reitz and Ursula Winklhofer. Involved were u. a. Christine Bergmann , Lothar Krappmann , Beate Rudolf , Thomas Häcker .

In 2017, the Reckahner reflections were supported by the German Institute for Human Rights , German Youth Institute e. V. , MenschenRechtsZentrum at the University of Potsdam , Rochow Museum and Academy for Research on Educational History and Contemporary Diagnostics. V. published at the University of Potsdam.

Content

What is ethical:

  1. Children and young people are addressed and treated with respect.
  2. Teachers and educational specialists listen to children and young people.
  3. If you get feedback on learning, what you have achieved is named. On this basis, new learning steps and helpful support are discussed.
  4. In the case of feedback on behavior, successful behaviors are named. Steps for good further development are agreed. The permanent belonging of all to the community is strengthened.
  5. Teachers and educational professionals pay attention to the interests, joys, needs, needs, pains and sorrows of children and young people. They take into account their concerns and the subjective meaning of their behavior.
  6. Children and young people are instructed in self-respect and recognition of others.

What is ethically impermissible:

  1. It is not permissible for teachers and educational professionals to treat children and young people in a discriminatory, disrespectful, humiliating, abusive or impolite manner.
  2. It is not permissible for teachers and educational professionals to comment on products and services of children and young people in a devaluing and discouraging way.
  3. It is not permissible for teachers and educational professionals to react in a derogatory, overwhelming or exclusionary way to the behavior of children and young people.
  4. It is not permissible for teachers and educational professionals to ignore verbal, physical or media violations between children and young people.

relevance

International educational, social and psychological research directions emphasize the importance of educational relationships. An appreciative contribution from specialists from all educational professions is seen as necessary for personal development, school performance and democratic socialization. This is particularly true for children and young people in risky situations, for whom a reliable relationship with a teacher is often the only way to set the course for educational success. An appreciative contribution from specialists from all educational professions is seen as necessary so that children and young people can develop well emotionally, socially and cognitively. Among other things, observational studies show that in pedagogical fields of work predominantly appreciative and neutral action is taken, but that on average more than 5% of all pedagogical interactions are classified as very hurtful and a further 20% as slightly hurtful. The Reckahner reflections draw attention to these emotional injuries and are intended to help improve educational relationships.

The statements of the Reckahner reflections can also be legally legitimized: For example, it says in the UN Convention on the Rights of the Child : "For all measures that affect children, regardless of whether they are taken by public or private institutions of social welfare, courts, administrative authorities or legislative bodies, the best interests of the child are an aspect that must be given priority ”(Art. 3 CRC ). Furthermore, it says in the Civil Code “Children have a right to a non-violent upbringing. Corporal punishments, emotional injuries and other degrading measures are not permitted ”(Section 1631 BGB ).

In the meantime, the Reckahner reflections have been signed by numerous organizations and individuals, including a. Elementary School Association , Section School Psychology in the Professional Association of German Psychologists , German League for Children , National Coalition Germany , German Society for Democratic Education , Association Special Education e. V., International Human Rights Forum Lucerne / CH, Pestalozzi Fröbel Association, Initiative for Big Children e. V., Refik Veseli School .

At many universities, e.g. B. Fulda University of Applied Sciences , University of Applied Education , University of Kassel , Johann Wolfgang Goethe University Frankfurt am Main , University of Rostock or Humboldt University of Berlin , the Reckahner reflections are used in teacher training and other pedagogical courses. Furthermore, there are further training courses on the Reckahner reflections for teachers, for employees of day care centers and for educational administration. In numerous day-care centers and schools, the Reckahner reflections are used for development processes in teams and colleges.

References to Reckahn

The Reckahner reflections are the result of annual expert conferences of the working group “Human Rights Education”, in which over 150 experts from educational practice, educational research and educational administration took part. The work group's activities have been funded by the Robert Bosch Foundation since 2017 . The Rochow Museum cultural memorial in the village of Reckahn near the city of Brandenburg / Havel was chosen as the venue for the expert conferences . There, with the Reckahner reflections, a 250-year-old pedagogical tradition is linked. In 1773, Friedrich Eberhard von Rochow and Christiane Louise von Rochow founded a model philanthropic school in Reckahn , which still exists today as the Reckahn School Museum : At that time, teaching was against corporal punishment and against class, religious or racial discrimination. Children were seen as rational beings. The municipality of Kloster Lehnin , to which Reckahn belongs, and the district of Potsdam-Mittelmark support the goals of the Reckahner reflections, have them translated into other languages ​​and make them a topic in their international partner communities.

literature

  • Gunnarsson, Logi, Zimmermann, Andreas (ed.): Human Rights Center of the University of Potsdam. Annual report 2016, Universitätsverlag Potsdam 2017, p. 24f. (in press), ISSN (print) 1860-5958, ISSN (online) 2191-5857.
  • Gunnarsson, Logi, Zimmermann, Andreas (ed.): Human Rights Center of the University of Potsdam. Annual report 2017, Universitätsverlag Potsdam 2018 (in preparation), ISSN (print) 1860-5958, ISSN (online) 2191-5857.
  • Folta-Schoofs, K. / Ostermann, B. (in press, edition 2018): Neurodidaktik. Perceiving and understanding learning processes in childhood from a neurobiological and educational perspective - implications for practice. Stuttgart: Kohlhammer.
  • Klemenz, D. & Paschen, H. (2013). Inclusion - an educational dogma? In: Education and Upbringing 65 (2012) 4, pp. 477–494.
  • König, A. (forthcoming). Early Childhood Education. In Coelen, T./Otto, H.-U. (Ed.). Basic terms all-day education. The manual. 2nd Edition. Wiebaden: VS.
  • Lambrecht, J. (2018): Educational professionalism between demands and pressure to act. http://www.uni-potsdam.de/inklusion/zeif/fachportal.html
  • Müller, Bettina / Morys, Regine / Dern, Susanne / Holland-Cunz, Marc (2018): Exciting interactions at school. Recommendations for school and school social work. Leverkusen-Oopladen: Verlag Barbara Budrich
  • Ostermann, B. (2017): Or inclusion. Shaping relationships and communication processes in inclusive contexts. In: Grimm, A./Schoof-Wetzig, D .: Forum for teacher training. Issue 2017, Loccum.
  • Prengel, A. (2013). Pedagogical Relationships Between Recognition, Violation, and Ambivalence. Leverkusen: Barbara Budrich.
  • Prengel, A. & Winklhofer, U. (2014). Children's rights in educational relationships. Volume 1: Practice access. Opladen: Verlag Barbara Budrich.
  • Prengel, A. & Winklhofer, Ursula (2014). Children's rights in educational relationships. Volume 2: Research Approaches. Opladen: Verlag Barbara Budrich.
  • Wapler, F. (2016): Children's rights in pedagogical relationships between paternalism, the well-being of the child and the will of the child - Comments on the Reckahner reflections from a legal perspective. Download from: http://www.rochow-museum.de/arbeitskreis-menschenrechtsbildung/netzpublikationen-des-ak-mrb.html
  • Weltzien, Dörte; Bücklein, Christina; Huber-Kebbe, Anne (2018). Design of interaction opportunities in everyday life (GInA) - A practical book for the KiTa. Freiburg: Herder Verlag.
  • Wollasch, Ursula (2017): No emotional violence in daycare and school. The “Reckahner reflections on the ethics of pedagogical relationships” give educators and teachers orientation. In: Tacheles Magazin. Information for the members of the National Association of Catholic Day Care Centers. (4), pp. 3-5.

reporting

Web links

Individual evidence

  1. ↑ "Reckahner Reflections on the Ethics of Pedagogical Relationships. Ed. By the German Institute for Human Rights , German Youth Institute e.V. , MenschenRechtsZentrum at the University of Potsdam , Rochow Museum and Academy for Educational History and Contemporary Diagnostic Research e.V. at the University of Potsdam in 2017 Rochow Edition: Reckahn.
  2. ↑ Pianta, RC (2014): “Children cannot be successful in the classroom unless they are successful in relationships” - analyzes and interventions to improve teacher-student relationships. In: Prengel, Annedore / Winklhofer, Ursula (2014): Children's rights in educational relationships. Volume 2: Research Approaches, Opladen u. a .: Budrich, 127-141.
  3. ^ Prengel, A. (2013). Pedagogical Relationships Between Recognition, Violation, and Ambivalence. Leverkusen: Barbara Budrich.
  4. ↑ http://www.verband-sonderpaedagogik.de/startseite/meldung/2017-08-reckahner-reflexionen.html
  5. ↑ http://www.schule-skalitzer.de/
  6. ↑ https://www.erziehungswissenschaften.hu-berlin.de/de/grundschulpaed/nachrichten-hier-einfuegen/reckahner-reflexionen-zur-ethik-paedagogischer-belösungen
  7. ↑ All-day education needs ethical orientation. https://www.ganztagsschulen.org/de/24210.php