Learning space
Learning in a closed room is a technical term used in teaching . This includes the acquisition of knowledge, skills and behavior in a protected environment with forgiving requirements that are adapted to the performance of the development phase. The opposite term is " real space learning ".
term
The didactic term “protected space” or “safe space of childhood” has a double meaning in the sense of a “protected space”:
On the one hand, it should keep children and young people away from harmful influences and dangers that they are not yet able to cope with or that could disrupt their development. These include threats from road traffic, television or the Internet with violent videos and pornography . On the other hand, safe rooms offer them a largely independent development with reduced requirements in a world dominated by adults. Sanctuary rooms offer conditions adapted to the child's or young person's ability to perform, in which the adolescents can live out their own needs with care.
On the one hand, the protected space embodies the tangible geographical space in the sense of a certain natural or artificially arranged environment, a space for movement and action that protects against external dangers and serious mistakes. On the other hand, in a figurative sense, it represents an area in which performance demands are reduced and the complex and complicated target conditions are simplified in order to enable personal decisions, to reduce experiences of failure and to increase the chances of success.
Historical framework
Up until the middle of the 18th century, childhood and youth did not play a special role as independent phases in society. Children and young people were seen as unfinished adults who had to fit in with family and work life without contradiction. They were not seen as people with needs of their own. Misconduct and lack of service were punished. Up until the 18th century, children and young people did not live in a separate room and did not wear their own clothes. The front seats were reserved for them during executions. At drinking parties in taverns, young people also drink, and children served tea in brothels . Only with the advent of philanthropism , the Enlightenment and later reform pedagogy with committed educators such as Johann Christoph Friedrich GutsMuths , Johann Heinrich Pestalozzi , Friedrich Wilhelm August Fröbel , Jean-Jacques Rousseau or Maria Montessori were adolescents discovered as beings with their own needs and concerns, who have certain needs for protection in order to mature as personalities in their phase of life and need appropriate shelter for their development. This created spaces suitable for children and young people, such as Fröbel's “ Kindergarten ”, the “ Philanthropinen ” of the philanthropists, the concept of “pedagogy from the child” by Maria Montessori, which not only allowed for a supervised but independent development, but specifically promoted it. Childhood was discovered and used as a separate, particularly formative phase of life that was worth protecting. With the advent of the electronic age, the spread of television and media networking through the Internet, the boundaries between children's spaces and the real world have become virtually permeable. New demarcations in the form of youth protection, such as those provided for in the youth protection law in Germany or the youth protection laws in Austria , were necessary.
Objectives
Learning in protected spaces has a didactic, safety-related and economic function in educational processes. They can be combined with one another, but also lead to a focus on individual training areas:
Didactic objective
The didactic objective is intended to protect against excessive demands and to facilitate learning by offering simplified tasks that are adapted to the current capabilities. It thus creates easier access to successful learning and in this way strengthens the will to learn. According to the doctrine of teaching, space learning is to be understood as a temporary learning stage, which always has the end goal in mind and, with the increase in knowledge and skills acquired, must gradually transition into real space learning in order not to become unrealistic.
Safety objectives
The technical security objective is initially intended to provide purely physical protection against dangers to physical health and life. The threats to real life are mitigated by child-friendly facilities in public life such as kindergartens, schools, playgrounds, etc. These areas, partially shielded from the dangerous adult world by fences, hedges or walls, are intended to provide a kind of oasis for children and young people to play and act independently without being disturbed. Security technology also has tasks in the psychological area, in that it should also take appropriate measures to ensure the mental and spiritual health of adolescents, for example by monitoring Internet consumption.
Economic objective
The economic objective saves material resources. Learning in the real world, which is often expensive and dangerous without preliminary stages, can be made more cost-effective and yet effective in learning through realistic simulations and computer animations.
Methods and forms of organization
In the methodological understanding, a protected space is an environment created for learning purposes or an organizational measure that is intended to enable children to experiment and learn that is fun and appropriate for children. As a methodical and organizational task, learning in a closed room means creating conditions that allow learning that is safe and not yet confronted with the complexity of the final learning objective.
Learning in a safe space represents the first stage in a systematically structured educational process in which, according to the didactic "principle of gradual approach and increase", work is initially carried out under simplified and above all risk-mitigated conditions. This means that the learner is not immediately confronted with the complex, often complicated and therefore overwhelming final learning stage of reality, but is gradually led to it in small, controllable steps. For the teacher, this means first methodically and organizationally lowering the requirements so that the learner can successfully pass them.
Safe room learning in school
Schools are the best known and most widespread institutions for safe space learning. School must be a house for children and young people that offers space to live independently without forgetting the extracurricular life. When setting objectives, school learning must constantly keep an eye on the realities outside of school and lead to them. School education must not remain playful and too protective in the protected area, but must also include the events and experiences of the extracurricular. School learning therefore takes place today under the guidance of factually and didactically trained experts and educators as a place to try things out, without having to bear the consequences of mistakes made in extracurricular reality. Proven forms anchored in the curriculum, such as project-oriented teaching and project teaching, as well as excursions and cooperation with the extra-curricular school, open the protected spaces again and again in the direction of realism and reality: learning in the so-called “didactic triangle” of “student-teacher material” must be embedded in the socio-cultural Environment, the real world outside of school reality.
An escalation of experiences the question of breathing space learning today in the education policy controversy and often acrimonious debate between supporters and opponents of the special school or special school , where it comes to the question of whether disabled children better in specialized schools of special education (Schonraum learning) or in mainstream schools integrated (inclusion) should be taught. Some see separate learning, carried out by trained specialists, as an optimal opportunity for support, others see it as social exclusion.
Safe space learning in traffic education
Traffic education should, as safely as possible, introduce people to the independent, responsible, safe, partnership-based handling of the dangerous area of life, traffic , and should enable them to become responsible road users. This is done methodically in three stages, which the didactician Siegbert A. Warwitz justifies as follows:
Traffic reality is adult world. Children's world is game reality. Traffic education wants to build a bridge between the two worlds and therefore works with the use of a bridge in three “realities”: in the so-called “play space” (where the child is picked up), in the “simulation room” (where hazard-defused training is completed) and in “real space” “(Where road safety has to prove itself). Playroom and simulation space can be combined as a “safe space”.
"Safe space learning" takes place in traffic education in areas separated from the actual traffic. " Playrooms " can be the apartment, the classroom, the school yard or the sports hall in order to learn how to deal with the common movement of people and toy vehicles in a delimited area, to reduce deficits in perception or to recognize the importance of regulations. " Simulation rooms " are created through realistic traffic arrangements in which traffic-appropriate situations such as lanes or intersections with pedestrians and cyclists in protected places such as the sports field, a meadow or the school yard are designed in order to practice the compatible traffic of different road users and traffic flows. Rest areas also offer specially equipped practice areas such as the traffic practice area or the school traffic garden as well as safety zones in traffic such as sidewalks, zebra crossings, pedestrian tunnels or footbridges.
"Real space learning" takes place as the third learning stage in the direct confrontation with the reality of life in road traffic, with the dangers there and the need for self-protective decisions and actions.
Safe room learning with simulators
Training pilots to actually fly is expensive. In addition, trying out behavior in emergency situations or night flying according to instrument flight rules (IFR) endangers human life and material if they are learned and practiced in real situations in the first training phase. Here, for example, the flight simulator with its computer-aided, realistic programs offers an inexpensive preliminary stage. In the military field, the military business game is common, in manager training the business business game or the management business game . Driving schools are already using this method in some cases for more complex training courses. In medical training, “operating on a phantom” is part of learning in safe rooms when learning how to use complicated equipment and operating methods before using them on living people.
Justified and unjustified criticism
As a temporary learning stage and protective measure, didactically undisputed, the justified criticism begins where learning in protected spaces becomes independent and is no longer stringently worked towards the actual target task, a meaningful, self-responsible lifestyle or a desired professional qualification. Didactics understand space learning as a method that is conducive to learning, but only meaningful as a temporary transition stage in the learning process, whereby the actual target program, the preparation for real life, must not be neglected. With the final sentence of a letter to Lucilius "Non vitae, sed scholae discimus" (" We do not learn for life, but for school "), the ancient philosopher Lucius Annaeus Seneca criticized the Roman philosophy schools of his as early as 62 AD Time. He meant “Latrunculis ludimus” (“It's children's games that we play”), suggesting that the opposite should be demanded: “Non scholae, sed vitae discimus” (“Not for school, but for life to learn we ”), as it is mostly quoted as a winged word today.
Even today, learning in a safe space can still sometimes be observed at all levels of the educational system: The " playful school ", which has already become a catchphrase, remains in the pleasure-oriented, but often stress-free environment of the school and thus lacks the necessary orientation towards the later realities of life with its different kinds , often stringent performance requirements. The so-called “ method fetishism” known in didactics engages in playing with attractive forms of learning and thereby loses sight of the required goal-oriented learning. The “ head-to-head ” of lessons sometimes sacrifices the diversity of everyday life to a reality- forgotten, abstract enthusiasm for discussion or accumulates “dead” knowledge. Conversely, too quick and superficial professional and application orientation often neglects the necessary preoccupation with the questions of meaning in life, dealing with conflict strategies, communication and cooperation mechanisms that contribute significantly to the quality of life, but which require leisure and time and are more likely to reflect in protected spaces Let it be discussed. The not so simple " transfer problem" is sometimes cited as a reason for not learning in a safe space and making a hasty decision in favor of real space learning. It is often overlooked here that the successful development of learning processes requires reflected learning strategies that require both a professional and a didactic qualification of the teacher. The criticism of safe-space learning therefore largely collapses when it is practiced as a professionally managed temporary didactic measure in a systematically structured educational process by well-trained educators - as the teaching teaches.
literature
- Herz, Dietmar, Blätte, Andreas: Simulation and business game in the social sciences . Münster / Hamburg / London 2000, ISBN 3-8258-4752-7 .
- Pusch, Franziska: Schonraum Lernhilfeschule - How do learning aid students see themselves and their future prospects , thesis for teaching at special schools, Grin-Verlag Munich 2008 (96 pages) ISBN 978-3-640-29439-8
- Rousseau, Jean-Jacques Emil or about education. Ferdinand Schöningh, Paderborn 1971, ISBN 3-506-78062-X . (1762 original version, 2007)
- Schneekloth, Ulrich. Childhood as a safe space? In: Wittmann, Svendy, Rauschenbach, Leu, Hans Rudolf (Hrsg.): Children in Germany. A balance sheet of empirical studies . Juventa Verlag, Weinheim 2011, pp. 37-48, ISBN 978-3-7799-2240-7
- Warwitz, Siegbert A .: Safe space learning and / or real space learning . In the S. Traffic education from the child . Baltmannsweiler 6th edition 2009. Pages 62–65. ISBN 978-3-8340-0563-2
Web links
- From space to space - traffic education network Vienna 2012
- Learning space and real space
- In-room learning or inclusion
Single receipts
- ↑ Schneekloth, Ulrich. Childhood as a safe space? In: Wittmann, Svendy, Rauschenbach, Leu, Hans Rudolf (Hrsg.): Children in Germany. A balance sheet of empirical studies . Juventa Verlag, Weinheim 2011, pp. 37–48
- ↑ Johann Christoph Friedrich GutsMuth: Games for exercise and relaxation of the body and mind. Bookshop of the educational institution, Schnepfenthal 1796. ( digitized and full text in the German text archive )
- ^ Johann Heinrich Pestalozzi: How Gertrud teaches her children . Literary Tradition, 2006, ISBN 978-3-86672-024-4
- ^ Friedrich Wilhelm August Froebel: The human education. The art of upbringing, teaching and teaching, aimed at in the General German Educational Institute in Keilhau. Volume 1, publisher of the General German Educational Institute, Keilhau 1826
- ^ Rousseau, Jean-Jacques Emil or on education. Ferdinand Schöningh, Paderborn 1971 (1762 original version)
- ↑ Montessori, Maria: The discovery of the child . 4th edition 1976
- ↑ Warwitz, Siegbert A .: Safe space learning and / or real space learning . In the S. Traffic education from the child . Baltmannsweiler 6th edition 2009. Pages 62–65
- ↑ Protection of minors in Europe ( Memento of the original from November 21, 2015 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.
- ^ Siegbert Warwitz, Anita Rudolf: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 20-22
- ^ Franziska Pusch: Schonraum Lernhilfeschule - How do learning aid students see themselves and their future prospects , thesis for teaching at special schools, Grin-Verlag Munich 2008
- ↑ In- room learning or inclusion
- ↑ Warwitz, Siegbert A .: Safe space learning and / or real space learning . In the S. Traffic education from the child . Baltmannsweiler 6th edition 2009, pages 62–65
- ↑ Herz, Dietmar, Blätte, Andreas: Simulation and business game in the social sciences . Münster / Hamburg / London 2000
- ↑ Seneca - quote ( epistulae morales ad Lucilium ) 106, 11-12
- ^ From play space to traffic space - Traffic Education Network Vienna 2012
