Traffic sense
Traffic sense (also traffic instinct ) is a technical term used in traffic education . She understands this to mean the ability to intuitively grasp events that have not yet occurred and possible constellations of danger in traffic and to use them for one's own traffic and to avert danger .
term
The term "traffic sense" describes the ability of a person to form a realistic idea of the realities of traffic. As a sense specifically geared towards traffic, it stands in a row with similar forms of perception that affect certain events or phenomena in the environment, such as the sense of freedom, the sense of community, the sense of citizenship, the sense of order or the sense of reality. Colloquially, the “sixth” or “seventh” sense ( the 7th sense ) is also used for the traffic sense . It describes the intuitive recording of traffic processes and action tendencies of other road users in anticipatory thinking, which can be used to avoid hazards. In neurophysiological examinations at Washington University in St. Louis (USA), positron emission tomography / magnetic resonance tomography (PET / MRT) was used to demonstrate that a certain brain region, the anterior cingulate cortex (ACC), is an early warning system A recognized danger becomes active, triggers an alarm in the repertoire of action and thus creates the opportunity to react appropriately even in critical situations.
Position in the learning process
Traffic literacy , the goal of traffic education, is not innate, but must be acquired in a long learning and experience process by each individual traffic participant in dealing and reflecting on practical traffic life. The training of the sense of traffic is an essential element. Up-to-date traffic education tries to achieve the qualification for traffic readiness in four training phases: The systematic development of traffic competence takes place according to the description of the didactician Siegbert A. Warwitz over the step sequence " traffic feeling ", "traffic sense", " traffic intelligence " and " traffic behavior ". In this "quartet of traffic didactic training" he assigns the acquisition of traffic awareness to the second qualification level:
If the development of the ' sense of traffic' means first experiences and structure formation in dealing with other people, the compatible behavior in common areas of movement, basic principles such as consideration, fairness or understanding of rules, which is mainly learned in protected spaces , then the acquisition of ' sense of traffic' already represents Higher demands on the reflected forward-looking perception when driving together: “It also implies cognitive moments when dealing with traffic. It means reflection-based practical experience. The traffic sense / traffic instinct includes the ability to foresee events, to anticipate the actions of others, to sense dangers, to see through hallucinations. [...] The trained sense of traffic enables us to use reason and reflection to identify negative events such as B. To avoid accidents with foresight. ” Including the“ traffic intelligence ”based on this, all qualification levels are ultimately geared towards practical application, the“ traffic behavior ”, where the level achieved has to prove itself. Transport expertise the second qualification, the traffic sense, may in the present state of the traffic didactics already when starting school are developed kindgemäß.
Anchoring the curriculum
In its decree of June 25, 1991, the Schleswig-Holstein Ministry of the Interior gives traffic instruction in schools and the like. a. the assignment "Developing traffic senses by recording traffic situations, recognizing the dependency of traffic on the road and traffic situation for behavior." [...] "The task of traffic instruction in school must be the one under para. I aim to lead young people, in accordance with their development-related relationships to traffic, to responsible traffic participation first as pedestrians and cyclists and then to enable them not to endanger their lives and that of others in traffic. Education to become an acting traffic partner demands development of the traffic sense. "
Driver training
The Swiss Federal Council regulates in its ordinance on the admission of persons and vehicles for road traffic (Verkehrszulassungsverordnung, VZV) the requirements for passing the driving test and participation as a driver in road traffic and noted in the traffic admission ordinance of October 27, 1976 (status June 4th 2019) on driver training and driving skills ( Art. 18 ): "The course is intended to motivate people to drive defensively and responsibly through traffic awareness and hazard studies." The decree ( Art. 27b ) has the following objectives of the further training : "The second day of the course should raise awareness the course participants sharpen their own skills, optimize their sense of traffic and further develop environmentally friendly and cooperative driving. " . People who professionally transport people are required to have a fluid, routine driving style with a keen sense of traffic ( Appendix 12 No. III lit. G ).
literature
- Roland Gorges: Life situation "road traffic". In: A. Krenz (Hrsg.): Method competence in kindergarten . Olzog Verlag, Munich 2006, pp. 1–23.
- Siegbert A. Warwitz: traffic sense. In: Ders .: Traffic education from the child. Perceive-play-think-act. 6th edition. Schneider-Verlag, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 , pp. 24 and 72-75.
- Siegbert A. Warwitz: The development of traffic awareness and traffic behavior in school beginners - the Karlsruhe model. In: magazine for traffic education. No. 4, 1986, pp. 93-98.
- Swiss Confederation: Ordinance on the admission of people and vehicles to road traffic. October 27, 1976 (as of June 4, 2019): Traffic senses Art. 18 and 27b
Web links
Individual evidence
- ↑ Roland Gorges: Life situation "road traffic". In: A. Krenz (Hrsg.): Method competence in kindergarten . Olzog Verlag, Munich 2006, pp. 1–23.
- ^ 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, pp. 24 and 72-75.
- ↑ ibid, p. 74.
- ^ Siegbert A. Warwitz: The development of traffic sense and traffic behavior in school beginners - the Karlsruhe model. In: magazine for traffic education. No. 4, 1986, pp. 93-98.
- ↑ . Schl. the Journal-H, p 146; NBl. KM. Schl.-H, p. 70, amended by the ruling of March 26, 1973 (NBl. KM. Schl.-H, p. 1141) - and of June 25, 1991 (NBl. MBWJK Schl.-H, p. 307)