Risk (pedagogy)

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The venture may by representatives of the opinion general pedagogy meet a anthropogenetic function. Education for the appropriate risk is therefore one of their fundamental areas of responsibility. The car must be based on an ethical disposition and geared towards value creation. However, since this requirement does not turn out to be self-evident in reality, and, on the contrary, the willingness to take risks very often expresses itself in senseless or even destructive actions, education demands and encourages a value-oriented introduction to risk, which encourages taking risks on a moral and moral basis and thus ensures educational relevance.

The educational influence strives for the skilful risk , the responsible risk competence . The practical introduction to dangerous but valuable tasks is referred to in pedagogy as risk education . The objectives and methods differ according to the very different areas of application.

The risk in school education

The school pedagogy as a discipline of general education is concerned with over the transfer of expertise also eligible properties such courage for the extraordinary, courage , self-control, aggression control , frustration tolerance to secure an educational field against setbacks. The increase in high-risk border crossings such as binge drinking, strangling breathing, property damage, shoplifting, car racing, drug consumption or inferior high-risk sports activities make the urgency of the task obvious.

School pedagogy is interested in school-age children of all ages. The interdisciplinary catalog of tasks obliges all subjects to do this: tests of courage in sport, dealing with dangerous substances in chemistry, thinking through literature examples in German lessons, working through current risky situations in everyday school life in social studies. As a rule, education as a science acts as a thought leader towards politics and its implementation in the curricula. Instead of complaining about a lack of moral courage in social coexistence and instead of regretting destructive risky actions by children and adolescents, it demands that politicians take consistent, concrete action in the form of a mandatory anchoring of values ​​and risk education in the curriculum. The undisputed educational mandate to be implemented in everyday school life is not to avoid difficulties and dangers, but to recognize and use them as opportunities and to develop special skills (risk competencies).

Despite the general recognition of its importance for the character development of every child, raising a responsible car in the general school system is often still a sleeping beauty for various reasons, and its practical implementation in many places is still dependent on the initiative and courage of individual teachers.

The Risk in Behavior Therapy

For young people who have committed criminal offenses, rehabilitation programs are now being offered in various regions , which are intended to pave the way for re-socialization and reintegration into social life for dynamic young people who are prone to acts of violence . The educational concepts aim to stabilize the underdeveloped self-esteem of the mentally unstable adolescents. To this end, they are given exciting, meaningful adventures and real courage-demanding tasks. By mastering valuable risk situations, they are given the opportunity to channel excess potential for aggression in a meaningful way, to experience their own ability in demanding action and to develop a tolerance for frustration in the face of failed attempts. The point is not just to lock up the juvenile offenders , but to create opportunities for them to actively contribute to the development of meaning in life.

For example, the facility at Schloss Stutensee (near Karlsruhe ) tries to overcome fears and aggression on the one hand, and to develop a sense of help and community awareness on the other hand, through handling horses, vaulting and therapeutic riding under the guidance of specially trained specialists. Television also takes on the topic - for example under the series title 'The Strictest Parents in the World' - by showing how behavioral adolescents, exposed for a while to the simplest living conditions, are supposed to prove to themselves and others that they can do it To get to grips with life in a small group of similarly structured young people under difficult conditions.

The venture in the outward bound schools

The social critic Kurt Hahn saw the society of his time increasingly degenerate. In this way he fought against increasingly visible signs of deterioration, such as decreasing physical performance, lack of care, human sympathy, initiative and spontaneity, and willingness to take risks. To this end, he developed a pedagogical concept in which he focused on physical and psychological training. Outdoor sports such as sailing, multi-day expeditions and mountain tours with a high chariot character should challenge the youngsters to their limits. The joint management of extraordinary, exciting, even dangerous, serious situations and the immediate effect of the experience should provide the necessary motivation and make them holistically affected. In his newly founded educational institutions, which he called Outward Bound Schools , the main focus is on conveying borderline experiences, the corresponding willingness to take responsibility and the challenge of nature and community. The historical technical term 'Outward Bound', borrowed from seafaring, was chosen to give the movement its name.

The Schloss Salem School ( Baden-Württemberg ), founded in 1920 , and its branches now take around 640 pupils of both sexes up to the Abitur. International Hahnsche foundations such as Gordonstoun ( Scotland ) or Aberdovey also achieved the reputation of elite schools for a time. In recent times, however, they have also had to struggle with a decline in discipline and the corresponding negative image of a custodian of neglected young people from well-to-do homes.

The risk in youth movement and reform pedagogy

Courageous chariot was also a declared aim and characteristic of the youth movement at the turn of the 20th century. It runs like a leitmotif through the fiery speeches and pamphlets. What was initiated by a handful of high school students and students against the must-have of a thousand years under their gowns , grew at breakneck speed into a rousing mass movement of the younger generation. The young people formulated a self-education concept under the ideals of independence, closeness to nature, community spirit, closeness to home, willingness to take risks, creativity, spontaneity and thus created a value-oriented independent youth culture. The enthusiastic travel songs of the time testify to an exuberant enthusiasm to dare to try something new, to purposefully and unreservedly subscribe to the new values ​​and to boldly enforce them against the established older generation.

This willingness to take risks, carried by strong emotions and determined by idealistic-patriotism, was politically abused in the two world wars. She demanded a heavy toll in blood and, because of her naive good faith, became the movement's undoing.

On the other hand, it gave decisive impulses and the necessary assertiveness to educational reform efforts running in parallel in the educational landscape: Leading personalities such as Herman Nohl , Eduard Spranger or Wilhelm Flitner , who came into office and influence, were able to play a decisive role in the far-reaching changes in the entire educational system that are still effective today. Educational science became a university subject that carried the maxims of the youth movement into the teaching staff and schools. The innovators dared to break with the norms and values ​​that were valid until then, dared the freedom of teaching and learning. The outdated, authoritarian structured didactics and methodology of the old learning school had to give way to new, creative, self-determined forms of learning. The proximity to the needs of young people for excitement and self-created adventure is seen today as an essential component of the success of the educational renewal movement. After a relapse into old structures between 1933 and 1945, the ideas of the youth movement and reform pedagogy were successfully tied into the rebuilding of a future-oriented democratic education system . More recently, however, backward tendencies towards schooling and bureaucratic control have become visible in the education system, against which pupils, students and teachers vehemently rebel.

The risk in experiential education

Experiential education is inconceivable without the risk. Risk is an essential part of the entire broad range of offers, which includes both school and extracurricular, therapeutic and consumer-related commercial activities. Experiential education uses risk as a medium for tense personality development connected with adventure. It gains its attractiveness from the fact that it suits the lifestyle and needs of young people in particular. In addition to adventure and Robinson playgrounds , forest kindergartens and holiday camps for the youngest, there are also halfpipes, skating trails and bike trails for young people in many communities. Commercial providers lure with climbing walls in halls or high ropes courses outdoors, which challenge the willingness to take risks with climbing and balancing passages, river crossings and abseiling. The German Alpine Association (DAV) guides its members, especially in the children's and family departments, with courses and high mountain tours to deal carefully with the dangers and adventurous adventures in the mountains.

Depending on whether there is a conscious, intentional, targeted, reflected, systematic influence, or whether it is merely an automatic, unreflected, uncontrolled effect through mere action, pedagogy speaks of instrumental or functional education through risk. Character formation also takes place in functional upbringing through risk. In this respect, unsupervised, self-designed leisure activities and commercial offers can also be of educational benefit. However, they offer less guarantee of value alignment. Pedagogy therefore gives preference to the instrumental approach, which promises the better chances of success for a value orientation and thus a higher quality of education.

The risk in military and police training

According to Section 9 of the Soldiers Act, the Bundeswehr ( professional soldiers ) swear or vow ( conscripts ) in a solemn act ... to bravely defend the rights and freedom of the German people . In an emergency, this means the willingness to accept danger to life and limb. This confronts professional soldiers in particular with a daring decision, which obviously many in the real situation are not able to cope with, as the numerous traumas after war missions prove. On the other hand, however, these also reveal deficiencies in training practice, which the Bundeswehr pedagogy endeavors to deal with. It is primarily a matter of appropriate pedagogical training for the trainers.

Even the recruits in basic training are confronted with tests of courage such as: being rolled over by a tank in a hole in the ground, throwing a live hand grenade, participating in an acclimatization blast or being shot over by the artillery. However, this cannot adequately depict and anticipate the brutal, bloody reality of war. To protect the psyche of the young soldiers, blatant scenarios are usually left out. Parachute jump training has always been an opportunity for conscripts to take risks.

The use of risk and the development of risk competency in the voluntary special commandos are much harder : The training to become a combat swimmer in the Navy (since 1958 in Wilhelmshaven, then in Eckernförde) or the long-distance scout leads to the physical and psychological limits of resilience. It is linked to survival courses and at the same time serves as a rigorous selection process for suitable applicants. Because of the dangerous nature of the requirements, a special responsibility of the trainer and a high level of pedagogical skills are required. It's about letting the individual find the personally beneficial level of risk-taking skills and teaching them to accept their own limits.

The same applies to the soldiers of the Special Forces Command (KSK) of the Army (Calw), who have been qualified as an elite military unit for fighting terrorism , for ending hostage-taking or for dangerous search and rescue missions since 1996 and a. are deployed in Afghanistan. The KSK also conducts expeditions in difficult surroundings in order to introduce the soldiers to extreme conditions.

In the police field similar units were primarily prepared for domestic objects, such as the operating since 1974 hostage and shootings marksmen command (PSK) or the body responsible for rescue operation in Mogadischu, since 1972 existing GSG 9 of the Federal police .

In all of these special units, gamblers and daredevils are undesirable. Rather, the highly motivated, efficient, psychologically stable and responsible venture specialist is sought and trained in strict selection processes and personal educational support.

Another, still often neglected educational field of activity is the elite arrogance that often develops with the high demands and the mysterious nimbus of the 'supermen'. In addition to personality development, it is of considerable importance for the units' acceptance and ability to cooperate with other associations . The Bundeswehr universities , the army officer schools and the police academies try to ensure a high standard of risk-taking skills as an integral part of the military and police qualifications of their prospective managers. Appropriate handling of the professional risk is seen down to the lowest training levels as indispensable for the suitability of the responsible personnel and is conveyed accordingly.

See also

literature

  • J. Boger: Elite and special units international: development, equipment, deployment . Stuttgart 1987
  • B. Bueb: Praise to the discipline. A polemic . Munich 2006
  • K. Froese / R. Scholzen: GSG 9 . Stuttgart 1997
  • K. Hahn: Education for responsibility . Stuttgart 1958
  • B. Heckmair / W. Michl: Experience and learn. Introduction to experiential education . Munich 2008. 6th edition
  • JR Krauss: The adventure playground. Planning, foundation, educational work . Munich 2003
  • AH Kreszmeier / HP Hufenus: Risks of learning. From the practice of creative and ritual process design . Bern 2000
  • AH Kreszmeier, A. Zuffellato: Lexicon adventure education. Theory and practice of experiential education from a systematic perspective . Augsburg 2007
  • FB Metzner / J. Friedrich: Special police units in Europe . Stuttgart 2002
  • JC Miles / S. Priest: Adventure Education . Pennsylvania 1990
  • M. Nobbe: Education and training in the Bundeswehr . Cologne 1985
  • H. Nohl: The educational movement in Germany and its theory . Frankfurt 2002. 11th edition
  • J. Oelkers: Reformed Education. A critical story of dogma . Munich 1989
  • H. Röhrs (Ed.): Education as a risk and probation . Heidelberg 1966
  • B. Runtsch (Red.): Adventure - a path to youth? Frankfurt 1993
  • R. Scholzen: KSK- The special forces command of the Bundeswehr . Stuttgart 2004
  • S. Sünkler: Elite and special units of Europe . Stuttgart 2008
  • Siegbert A. Warwitz : Search for meaning in risk. Life in growing rings . 2., ext. Ed., Baltmannsweiler 2016
  • Siegbert A. Warwitz: Do children need risks and dares? In: Grundschule 11 (2002) 54 ff
  • Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges . In: Deutscher Alpenverein (Ed.): Berg 2006 . Tyrolia Verlag, Munich-Innsbruck-Bozen. Pp. 96-111
  • Siegbert A. Warwitz: Be brave. Basic item . Focus issue, word number 107 (2010) 4-10
  • Siegbert A. Warwitz: A risk must be worthwhile . Interview / statement in: bergundstieg 3 (2011) 40-46

Web links

Wiktionary: Risk  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ↑ a b c Röhrs, H. (Ed.): Education as risk and probation. Heidelberg 1966
  2. ↑ a b c Warwitz, SA: Search for meaning in risk. Life in growing rings. 2nd edition, Baltmannsweiler 2016
  3. ↑ Warwitz, S .: The risk must be worth it. Interview / statement in: bergundstieg 3 (2011) 40-46
  4. ↑ Warwitz, S .: Do children need risks and dares? In: Grundschule 11 (2002) 54 ff
  5. ↑ Kreszmeier, AH / Hufenus, HP : Risks of learning. From the practice of creative and ritual process design. Bern 2000
  6. ↑ Warwitz, S .: Be courageous. Basic item. Focus issue, word number 107 (2009) 3-13
  7. ↑ a b Warwitz, S .: From the sense of the car. Why people face dangerous challenges. In: DAV (Hrsg.) Berg 2006. Munich-Innsbruck-Bozen. Pp. 96-111
  8. ↑ a b Runtsch, B. (Red.): Adventure - a path to youth? Frankfurt 1993
  9. ^ Hahn, K .: Education for responsibility. Stuttgart 1958
  10. ^ Miles, JC / Priest, S .: Adventure Education. Pennsylvania 1990
  11. ↑ Bueb, B .: Praise of the discipline. A polemic. Munich 2006
  12. ↑ Nohl, H .: The educational movement in Germany and its theory. Frankfurt 2002. 11th edition
  13. ^ SA Warwitz: Search for meaning in risk. 2nd ed., Baltmannsweiler 2016. pp. 207–209
  14. ↑ a b J. Oelkers: Reform pedagogy. A critical story of dogma. Munich 1989
  15. ↑ Heckmair, B./Michl, W .: Experience and Learn. Introduction to experiential education. Munich 2008. 6th edition
  16. ↑ Krauss, JR : The adventure playground. Planning, foundation, educational work. Munich 2003
  17. ^ A b Nobbe, M .: Upbringing and education in the Bundeswehr . Cologne 1985
  18. ↑ Boger, J .: Elite and special units international: development, equipment, use . Stuttgart 1987
  19. ↑ Sünkler, S .: Elite and special forces in Europe . Stuttgart 2008
  20. ↑ Scholzen, R .: KSK The Special Forces Command of the Armed Forces . Stuttgart 2004
  21. ↑ Froese, K./Scholzen, R .: GSG 9 . Stuttgart 1997
  22. ^ Metzner, FB / Friedrich, J .: Special Police Units in Europe . Stuttgart 2002