Romantic anthropology

from Wikipedia, the free encyclopedia

The Romantic Anthropology is a sense of anthropology , which in 1800 by representatives of Romanticism and Weimar Classics was developed. It played a role especially in pedagogy .

Childhood myth

Romantic anthropology starts with the child and asks what characterizes a person even before they were brought up. It is assumed that “in the child” all the germs of the future development of the individual are already present. This position is also known as apriorism . According to this theory, the adult should take a role model from the child, since the child has not yet been spoiled by upbringing.

One finds the childhood myth z. B. in Goethe's "Werther", with Schiller , Hölderlin , Schleiermacher , Schlegel , Novalis , Jean Paul and Friedrich Froebel .

Delimitation to the Enlightenment

Romantic anthropology is an alternative to the Enlightenment, which saw childhood as a transition stage to adulthood and upbringing as a characteristic of being human.

Natural philosophy

The childhood myth has its social equivalent in romantic anthropology. Schelling in particular worked out the position of an original state of nature in which man was still perfect and whose re-attainment is longed for.

aftermath

Regarding childhood, one finds a position similar to romantic anthropology e.g. B. in Maria Montessori and in many other reform pedagogies .

Since romantic anthropology, which had its heyday between 1810 and 1840, is open to a biological interpretation, this position was tied to in the context of eugenics and racial hygiene .

In 1998, a research archive on romantic anthropology was set up at the Institute for Modern German and European Literature at the FernUniversität Hagen as part of a project by the German Research Foundation.

See also

Ignaz Paul Vitalis Troxler

Individual evidence

  1. ↑ a b c d e Baader: From the romantic anthropology of the child to a modern pedagogical anthropology and a contemporary view of the child. In: Andresen, Pinhard, Weyers (ed.): Education - Ethics - Remembrance. 2007, pp. 76-89, here pp. 77-79.
  2. ↑ Marc Rölli: Anthropological Power Relations. In: Ralf Krause, Marc Rölli (Ed.): Power. Concept and effect in contemporary political philosophy. transcript, Bielefeld 2008, ISBN 978-3-89942-848-3 , pp. 193–220, here p. 195.
  3. ↑ Manfred Engel: Research Archive for Romantic Anthropology. In: Würzburg medical history reports. 17, 1998, ISSN  0177-5227 , p. 599.

literature

  • Meike Sophia Baader: From the romantic anthropology of the child to a modern pedagogical anthropology and a contemporary view of the child. In: Sabine Andresen, Inga Pinhard, Stefan Weyers (eds.): Education - Ethics - Memory. Pedagogical education as an intellectual challenge. Micha Brumlik on her 60th birthday. Beltz, Weinheim et al. 2007, ISBN 978-3-407-32080-3 , pp. 76-89.
  • Meike Sophia Baader: Inferior adults, superior children. The romantic view of the child and childhood. In: Eckart Liebau, Christoph Wulf (Hrsg.): Generation. Attempts on a pedagogical-anthropological basic condition (= pedagogical anthropology. 3). Deutscher Studienverlag, Weinheim 1996, ISBN 3-89271-687-0 , pp. 190-200.
  • Heiner Ullrich: The child as a creative origin. Studies on the genesis of the romantic image of the child and its effect on educational thinking. Klinkhardt, Bad Heilbrunn 1999, ISBN 3-7815-0976-1 (also: Mainz, University, habilitation paper, 1999).

Web links