Traffic feeling
Traffic feeling is a technical term used in traffic education . She understands it to be the ability to emotionally grasp and use processes, sources of danger and options for action when moving in traffic areas without long thought.
term
The term “traffic feeling” describes the feeling for how traffic, the interaction of people and vehicles with one another, works. It includes the anticipation of possible dangers and the intuitive and spontaneous correct behavior. Public transport is a meeting place for road users with very different objectives, temperaments and forms of road participation. The potential for conflict that arises from this in the practice of traffic must be regulated in a compatible balance of interests. This requires a feeling and an emotional readiness for smooth processes in the common rooms on the part of all those involved. Just as the ball player needs a "feel for the ball", the swimmer needs a "feeling for the water", the downhill skier needs a "feeling for the edge" and the rider needs a "feeling for the saddle" in order to feel comfortable in his element, in his sport and to be able to act appropriately in it, so the road user needs "a feeling for traffic " , Describes the didactician Siegbert A. Warwitz this fundamental ability of the competent road user.
Symptoms of lack of sense of traffic
Traffic feeling is not acquired from the front passenger seat. It must gradually be worked out in one's own practical handling of traffic with one's own decisions and actions. In doing so, road users often show deficits that can be traced back to different causes and that manifest themselves differently in everyday traffic: In children and adolescents, a sense of traffic has not yet reached its full maturity due to developmental reasons and is at best limited to optimal participation as a pedestrian or cyclist in traffic. As a rule, there are still deficiencies in the general assessment of dangerous situations, for example when crossing lanes, in assessing the behavior of other road users or overestimating one's own abilities. In the case of adult road users, a lack of exercise and experience in independent active traffic often similarly impair the sense of safe traffic. For example, the feeling for speed, the assessment of dangers from adverse weather and road conditions, the wrong decoding of foreign traffic behavior, and overall the feeling for a situation and partner-adapted driving style can show deficiencies that predestine an increased risk of accidents. The traffic statistics of the Federal Statistical Office (Destatis) , for example, recorded 12,752 traffic accidents with personal injury due to inappropriate behavior as pedestrians in Germany alone in 2018 . Regarding the misconduct of motor vehicle drivers, the police statistics show 368,559 accidents with personal injuries in the same period, the majority being due to a lack of traffic awareness such as inappropriate speed, insufficient vehicle distance, overtaking errors or incorrect assessments when maneuvering, turning, turning or reversing.
Significance for traffic literacy
Traffic awareness is an indispensable element of traffic literacy . It enables road users to realistically assess the meaning, structures and possibilities of their own traffic, to contribute appropriately to the social sphere of traffic and to be able to act to everyone's advantage. The skills required for attentiveness in partnership, communication and cooperation require a longer learning and experience process in the practical handling of everyday traffic situations. Professional traffic education therefore begins before and alongside participation in road traffic with the formation of human interaction, the behavioral repertoire of which is reflected in public traffic life.
Traffic psychologists, traffic educators, traffic planners or cultural anthropologists assign high priority to the development of traffic awareness. For example, the cultural sociologist Peter Borscheid notes in his “Cultural History of Acceleration” under the aspect of road safety: “ Psychologists urge parents to give people in the age of traffic a sense of traffic from an early age in order to avoid road accidents with loss Prevent valuable human life ”, and the child educator Claudia Speicher recognizes the essence of her educational work in the preschool sector:“ Children need a sense of traffic that enables them to react appropriately in current traffic situations. "
Position in the learning process
The scientifically oriented traffic education puts the development of the traffic feeling beyond the safety aspect in the larger context of a " humanization and personalization of traffic " with the aim of countering the increasing anonymization and aggressiveness in the public area with a partnership-based thinking and behavior. According to Warwitz, developing a sense of traffic and empathy for the processes and laws of traffic is the primary goal of the first phase of any traffic education training that should begin in the parents' home and in pre-school education: “ The systematically structured traffic education begins with creating a sense of traffic . “It is about creating fundamental experiences and behaviors when people and vehicles meet in common spaces and the possibilities and problems that arise from this. It is about experiencing how agreeable interactions work, the importance of behavioral virtues such as consideration, fairness , tolerance of ambiguity or willingness to compromise, the meaning of rules and compliance with rules and the consequences of rule violations for everyone involved.
These structure-building basic experiences are initially initiated primarily in protected rooms and in direct contact with familiar people in playful forms of exercise and then increasingly extended and tested to action in public traffic areas and with strangers. In a systematic learning process with the goal of optimal traffic skills, traffic education then tries to develop the even more demanding skills traffic sense and traffic intelligence on the basis of a basic traffic awareness, which are reflected and have to be proven in a corresponding practical traffic behavior.
Disabilities and Opportunities
A sense of traffic does not arise in abstract learning, for example through the knowledge of traffic rules, through appeals or instructions on the passenger seat. A feeling for traffic is formed by collecting practical experience in active participation in everyday traffic operations and in direct confrontation with the traffic conditions. It is therefore necessary to deal directly with traffic situations and traffic partners in order to collect the necessary impressions and to be able to process them into a reasonable mode of behavior. Traffic literacy naturally begins with qualification as a pedestrian. Correspondingly, it turns out to be counterproductive for learning how to feel about traffic when traffic participation occurs only or primarily in a passive form, for example when the learner only moves as a passenger on a means of transport. Defects can already be seen in children starting school , where the independent school is denied. The increasing practice of the so-called parent taxi , which cuts children off opportunities to experience their own traffic, denies the necessary perception of personal responsibility in traffic, incapacitates them as active road users and thus prevents learning processes, has a particularly detrimental effect on learning progress in acquiring a sense of traffic. Apart from the additional risk to all schoolchildren due to the increased volume of traffic in the vicinity of kindergartens and schools caused by parental transport, all institutions interested in traffic safety promote the qualification of school beginners to independently manage their way to school, for example by acquiring the pedestrian diploma , and at the latest Fourth graders as independent cyclists by completing a cycling training.
literature
- Peter Borscheid: The Tempo Virus: A Cultural History of Acceleration , Campus, Frankfurt 2004, page 229.
- R. Pfeiffer: We GO to school . Vienna 2007
- Claudia Speicher: If it's red, stop! A comparative study of pedagogical concepts , Peter Lang, Frankfurt 2009, p. 99.
- Simone Vogelsberg: Traffic education through edutainment: the influence of playful learning software on traffic knowledge, danger awareness and traffic behavior , Logos Verlag, Berlin 2008, page 13.
- Siegbert A. Warwitz: Traffic education from the child. Perceiving-playing-thinking-acting , Schneider-Verlag, 6th edition, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 .
Web links
Individual evidence
- ^ A b Siegbert A. Warwitz: The systematic structure of traffic education . In the S. Traffic education from the child. Perceive-play-think-act. 6th edition, Schneider, Baltmannsweiler 2009, p. 72
- ↑ destatis.de
- ↑ destatis.de
- ↑ Peter Borscheid: The Tempo Virus: A Cultural History of Acceleration , Campus, Frankfurt 2004, page 229.
- ↑ Claudia Speicher: If it's red, stop! A comparative study of pedagogical concepts , Verlag Peter Lang, Frankfurt 2009, page 99.
- ^ Siegbert A. Warwitz: Traffic as a learning area . In the S. Traffic education from the child. Perceive-play-think-act. 6th edition, Schneider, Baltmannsweiler 2009, pp. 21-28
- ↑ ibid. Page 24.
- ^ R. Pfeiffer: We GO to school . Vienna 2007
- ↑ ADAC eV (Ed.): The “Elterntaxi” at primary schools , 2nd edition 2015 / Art. No. 2830103 (Authors: Roland Winkler, Tanja Leven, Manuel Beyen, Jürgen Gerlach)
- ^ Siegbert A. Warwitz: Children in the problem field of school rush hour , In: Ding-Wort-Zahl 86 (2007), pp. 52-60