Traffic behavior

from Wikipedia, the free encyclopedia

Traffic behavior is a technical term in traffic science . It describes the practical way people interact with one another in traffic. This has to be technically learned and applied from a socio-ethical point of view. In a broader sense, traffic behavior also includes the type of traffic and the choice of means of transport .

Concept and tasks

Traffic behavior shapes and characterizes the quality of human traffic encounters. It is responsible for the safety and the safe coexistence of road users. In the area of traffic sciences such diverse disciplines deal with him as the Transport Geography , the traffic psychology , the traffic education or traffic law with the Highway Code:

Transport geography regards human behavior as movement in spatial dimensions and with regard to the choice of means of transport: “ Transport behavior is about the rational and / or socio-psychological explanation of individual decisions and behaviors when changing location (mobility). These depend on the intended activity (traffic purpose), on the opportunities available or perceived in the individual action area to exercise it (spatial opportunities), on the financial resources of the person (financial and material, e.g. availability of a car) and the given spatial structure ( e.g. public transport offer). The focus of traffic behavior research is on the objective and subjective determinants of the choice of means of transport. "

Analyzing the importance of traffic behavior for traffic life and the people moving in it is one of the central tasks of traffic psychology . The traffic psychologist Herbert Gstalter puts it: “The field of work of the traffic psychologist is description, explanation, prediction and, if necessary, changes in human traffic behavior . "

Traffic education deals with the technical development and socio-ethical design of behavior . The didactic specialist Siegbert A. Warwitz describes the didactic target area: “ By traffic behavior I mean the practical application of performance potential in traffic. The quality of the developed traffic feeling, traffic sense, traffic intelligence is expressed in traffic behavior. "

The area of ​​competence of traffic law and the police is the specification of behavior maxims, their control, enforcement and the sanctioning of misconduct . The legislator has set the relevant provisions as a general “basic rule” right at the beginning of the Road Traffic Act (StVO) of the Federal Republic of Germany : “(1) Participation in road traffic requires constant caution and mutual consideration. (2) Anyone who takes part in traffic must behave in such a way that no one is harmed, endangered or more than unavoidable under the circumstances, hindered or annoyed. "

meaning

Compliance with the rules is the basis for safe movement in the common traffic areas. It is compulsory for every road user and, if not observed, punished. In addition, there are ethical demands that are not fixed by rules, which serve to facilitate communication in traffic, facilitate interaction, help avoid aggression and, overall, contribute to a peaceful partnership in traffic. These include, for example, eye contact, understanding signs, renouncing privileges, forbearance in the event of clumsiness and insecurity on the part of weaker road users, defensive driving and other behavioral norms that are not expressly set by law. The traffic education teaches the application of the so-called "four perspectives" caution , prudence, respect and forbearance as the most important elements of responsible road use.

Learning process

The ability to drive is not innate; it has to be acquired gradually as the learning process progresses. The educational mandate is to shape them according to the development of the adolescent and his increasingly demanding participation in traffic. For this it is necessary to first develop into a traffic- competent pedestrian before the more difficult task of participating in traffic as a cyclist or even as a motor vehicle driver is tackled. In addition to the acquisition of special technical skills , a socialization process in the form of training and exercising social skills is also required in order to gain roadworthiness. The systematic qualification for safety-relevant and partner-related participation in traffic takes place over three learning levels, the success of which can be measured by the traffic behavior that arises from them: " The learning objective complex results from the components traffic feeling, traffic sensibility or traffic instinct, traffic intelligence and traffic behavior. These four categories also determine the systematic structure of traffic education. "

The preschool pedagogue Roland Gorges demands that systematic traffic education must begin in kindergarten , and scientific studies have verified the justification of this requirement and the chances of success of this early approach.

wrongdoing

Insufficient traffic discipline affects your own safety and that of other road users. It increases the risk of accidents and corresponding damage to personnel and property. Misconduct in traffic is therefore viewed as ethically reprehensible if it is not only the result of negligence or human inadequacy, but is based on beneficial thinking or the search for the thrill . This is regularly assumed when traffic hooligans are out and about in traffic like speeders . The extent of traffic delinquency is sometimes described in drastic terms in the publications. In order to keep misconduct in traffic as low as possible in the interests of all road users, spot checks are carried out by the police in public spaces and traffic offenders may be penalized or withdrawn entirely: " Police officers are allowed to stop road users for traffic control, including checking their driving ability and for traffic surveys. [...]. The road users have to follow the instructions of the police officers. "

literature

  • KP Jörn: War on our streets. The human sacrifice of the automotive society. Gütersloh 1992.
  • A. Krampe, St. Sachse: Risk behavior and traffic delinquency in road traffic. In: D. Sturzbecher (Ed.): Youth trends in East Germany: Education, leisure, politics, risks. Leske + Budrich, Opladen 2002. pp. 137–151.
  • Jürgen Raithel, Andreas Widmer: Deviant traffic behavior . Hogrefe. Göttingen 2012. ISBN 978-3-8017-2353-8 .
  • Siegbert A. Warwitz: Traffic as a learning area . In the S. Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. pp. 21-29. ISBN 978-3-8340-0563-2 .
  • Siegbert A. Warwitz: The development of traffic senses, traffic intelligence and traffic behavior in school beginners . The Karlsruhe model. In: magazine for traffic education. 4, 1986, pp. 93-98.

Web links

Wiktionary: traffic behavior  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ↑ Traffic behavior accessed on August 18, 2020.
  2. ↑ Herbert Gstalter: Traffic Psychology . Directmedia publication. Berlin 2000. p. 3658.
  3. ^ Siegbert A. Warwitz: Traffic as a learning area . In the S. Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition, Schneider. Baltmannsweiler 2009. p. 25.
  4. ↑ § 1 Road Traffic Regulations (StVO). Traffic behavior.
  5. ^ Siegbert A. Warwitz: We learn to take responsibility . In the S. Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. pp. 181/182.
  6. ^ Siegbert A. Warwitz: Traffic as a learning area . In the S. Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. p. 24.
  7. ↑ Roland Gorges: Traffic education begins in kindergarten. Braunschweig 1984.
  8. ^ Siegbert A. Warwitz: The development of traffic senses, traffic intelligence and traffic behavior in school beginners. The Karlsruhe model. In: magazine for traffic education. 4 (1986) pp. 93-98.
  9. ^ MA Haller: Traffic education in pre-school age as preparation for the way to school according to the Karlsruhe 12-step program. Scientific state examination thesis. Karlsruhe University of Education. Karlsruhe 2001.
  10. ↑ P. Wegener: The 'pedestrian diploma' method as a didactic concept for improving the roadworthiness of school beginners . Scientific state examination thesis. Karlsruhe University of Education. Karlsruhe 2001.
  11. ^ Jürgen Raithel, Andreas Widmer: Deviant traffic behavior . Hogrefe. Göttingen 2012.
  12. ^ Siegbert A. Warwitz: Dangerous attitudes in children. In: Traffic education from the child. Perceiving - playing - thinking - acting. 6th edition. Cutter. Baltmannsweiler 2009. pp. 16-19.
  13. ↑ KP Jörn: War on our streets. The human sacrifice of the automotive society. Gütersloh 1992.
  14. ^ A. Krampe, St. Sachse: Risk behavior and traffic delinquency in road traffic. In: D. Sturzbecher (Ed.): Youth trends in East Germany: Education, leisure, politics, risks. Leske + Budrich, Opladen 2002. pp. 137–151.
  15. ↑ § 36 Paragraph 5 StVO