Triad (pedagogy)

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Triad or triad (from ancient Greek τριάς triás "trinity", plural τριάδες triádes ) describes in educational science and its sub-area didactics the dynamic relationship structure of three closely intertwined and mutually influencing components. They form a basis for understanding and aligning teaching and learning .

Origin of the term

The term "triad" originally comes from ancient Greek philosophy , where it describes a group of three related elements, including gods, which together form a unit. The triad was characterized by the interdependencies of the three-part structure and their dynamic character. In Aristotle there is already the cosmic conception of the trinity as the measure of perfection with the justification " because the three corresponds to everything and 'three times' means as much as 'completely'". Therefore, of all geometrical sizes, only the body is perfect, since only it is three-dimensional (“determined by the three number”) . "This view of the trinity has been re-established since the philanthropic schools were founded in the 18th century, reinforced in the holistic education of the 20th century and has also found expression in didactics since the middle of the century, for example in the triangular model of the didactic triangle .

The triad as a family upbringing constellation

As a descriptive model for a dynamic relationship structure in which the rules and roles are constantly changing and developing with each other, the triadic thought pattern is shown earliest in the educational constellation of the family, which is constituted as a so-called nuclear family from the triad father-mother-child . The psychoanalyst Daniel Stern describes this primeval family as the primary unit of child learning and development.

The poet and thinker Johann Wolfgang von Goethe says of his own characteristic dowry from the primordial family in the “Zahmer Xenien”: “ I have the stature from my father, / life's serious leadership, / from my mother's cheerful nature / and pleasure fabulate. “In the reality of a non-traditionally frozen community, this mostly dynamic, non-conflict-free relationship structure forms a triad in which the three components influence each other. The triad was in Europe in the past and is still associated with a strict division of roles in education in various cultures. The bipolar “fatherless family”, as it emerged in large numbers during the Second World War , and the situation of a “single parent”, as it is often present in today's society, is still considered to be imperfect, often as Educational formation regarded as deficient in which an essential, namely the third element of the traditional role distribution of the family and thus the entire educational community, is missing.

The triad as a holistic pedagogy

After pedagogy had been largely fixed in dualism thinking for centuries since Plato's ideas of education, the breakthrough to a holistic upbringing of children succeeded with the awakening of a child-appropriate school education of the philanthropists in the 18th century and above all with the Swiss pedagogue and social reformer Johann Heinrich Pestalozzi . With his idea of ​​an “elementary education” published in 1801, which he had already practiced in his educational institutions for several years, he propagated learning with “head, heart and hand” . He understood it to mean bringing together the intellectual, moral-religious and manual skills of the child. With his emphasis on the wholeness of the child in learning, he anticipated the concept of the later holistic pedagogy, which included learning about the mind, the body and the emotional level. The trialism, which was already thought out philosophically by Aristotle, became a symbol of holism, which should do better justice to the learning child. The aim was to form a triadic network in which a child-friendly approach to upbringing could be implemented.

The triad as a didactic structural model

In classical teaching, the triad appears in the so-called didactic triangle , a structural model that illustrates the functions of the three components " teacher - student - learning object " that determine every organized lesson . The three cornerstones of the triad, embedded in their respective socio-cultural environment, are interdependent .

This structural model, which has been continuously developed since the Berlin School by Paul Heimann (1901–1967) and his students Gunter Otto and Wolfgang Schulz , is now part of the standard repertoire for illustrating the different forms of teaching and learning methods in didactics and the basic knowledge of scientific teacher training .

literature

  • Bönsch Manfred: The didactic triangle as a basic model , In: Ders .: Allgemeine Didaktik , Verlag W. Kohlhammer, Stuttgart 2006, pp. 149–150, ISBN 3-17-018732-5 , ISBN 978-3-17-018732-0
  • Fivaz-Depeursinge Elisabeth, Corboz-Warnery Antoinette: The primary triangle. Father, mother and child from a developmental-systemic point of view. Carl Auer Systems, Heidelberg 2001, ISBN 3-89670-187-8 .
  • Pestalozzi Johann Heinrich: How Gertrud teaches her children . Literary tradition. 2006. ISBN 978-3-86672-024-4
  • Hager Fritz-Peter: Trias; Triads . In: Historical Dictionary of Philosophy , Vol. 10, Schwabe, Basel 1998, Sp. 1429 f.
  • Tietel Erhard: The interpersonal and structural dimensions of the triad. In: Joseph Rieforth (ed.): Triadic understanding in social systems. Design of complex realities. Carl Auer Verlag, Heidelberg 2006, ISBN 3-89670-369-2 , pp. 61-85.
  • Warwitz Siegbert A., Rudolf Anita: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 20-22, ISBN 3-7780-9161-1 .

Individual evidence

  1. ↑ Tietel Erhard: The interpersonal and structural dimension of the triad. In: Joseph Rieforth (ed.): Triadic understanding in social systems. Design of complex realities. Carl Auer Verlag, Heidelberg 2006
  2. ↑ Aristotle, Across the Sky 268a6-10, 268a20-24.
  3. ↑ Daniel Stern in the foreword to The Primary Triangle. A Developmental Systems View of Mothers, Fathers, and Infants, 1999
  4. ^ Johann Wolfgang von Goethe: Zahme Xenien VI
  5. ↑ Fivaz-Depeursinge Elisabeth, Corboz-Warnery Antoinette: The primary triangle. Father, mother and child from a developmental-systemic point of view. Carl Auer Systems, Heidelberg 2001
  6. ^ Johann Heinrich Pestalozzi: How Gertrud teaches her children . Literary tradition. 2006.
  7. ^ Warwitz Siegbert A., Rudolf Anita: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 20-22.
  8. ^ Heimann Paul, Otto Gunter, Schulz Wolfgang: Lessons - Analysis and Planning , Verlag Schroedel, Hannover 1965, 10th edition 1979
  9. ^ Bönsch Manfred: The didactic triangle as a basic model , In: Ders .: Allgemeine Didaktik , Verlag W. Kohlhammer, Stuttgart 2006, pp. 149–150.
  10. ↑ Warwitz Siegbert A., Anita Rudolf Anita: The principle of multi-dimensional teaching and learning . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 15-22.