Risk education

from Wikipedia, the free encyclopedia

Under risk education refers to the educational introduction to valuable but dangerous containing situations, actions, activities. Risk education should accompany the learning of the necessary risk management and help to deal responsibly with threats.

Concept and aim

In contrast to pure risk action that often end in itself character takes ( kick , thrill , thrill ), the place daring action in the relevant human scientific literature almost universally with ethical targeting connected (venture marriage, venture faith, daring sports ). The valuable objective is worth exposing yourself to certain dangers for the expected profit from the venture .

Willingness to take risks and risk competencies in different areas of life are understood according to Warwitz ( search for meaning in risk ) as necessary human performance potentials that give impulses to the development of the personality, serve the creation of value and qualified social participation and thus also have an important function in the active self-education process of the individual.

Teaching and learning content

Risk education in kindergarten (Thuringia 1955)

Risk education teaches value orientation, realistic awareness of dangers, sober self-assessment and personal acceptance of responsibility in critical situations. She aims to develop skills in dealing with risks. Anyone who exposes themselves to high risks in a car must be convinced of the value of the potential risk gain, because risks can claim victims.

Risk education begins with encouraging the toddler to face certain environmental challenges (e.g. climbing on something, going into the water, etc.). It encourages young people to test their knowledge, skills and character (meaningful tests of courage ). Appropriate risk behavior (e.g. moral courage in the event of harassment or endangering weaker people) is accessible to all ages and genders and ethically beneficial.

An essential field of teaching and learning is also dealing appropriately with fears, with justified and unfounded, anxiety disorders (phobias) such as ( acrophobia ) and panic attacks . Ultimately, group dynamic processes in the car, the reflected integration into a joint venture, but also the courage to resist worthless risky companies and the ability to evaluate them play an important role in the teaching canon.

Consequences of neglect

An excessive (also misunderstood) need for security often prevents the necessary confrontation with dangers in the family upbringing (problem with parents' taxi ). In addition, restrictive legal requirements, corresponding fears of recourse by teachers and widespread social disapproval of dangerous actions (derogatory terms such as high-risk athlete, risk- taker) often impair the development of a healthy willingness and ability to take risks, even in schools. This can lead to sometimes dramatic deficits in personal development ( fear of water , fear of heights , lack of moral courage, etc.) as well as to restrictions in life opportunities (career break due to fear of exams, competition and competition). Inadequate or even missing risk education can also lead to risky actions without meaningfulness ( vandalism , hooliganism ) due to the lack of orientation among dynamic children and young people .

In the social context, the venture researcher Siegbert A. Warwitz registered a decrease in the willingness to take personal responsibility and moral courage and instead a strong tendency towards a fully comprehensive mentality and external shifting of responsibility in Western societies. The still existing need for adventure should be TÜV- secured as far as possible . At the International Mountain Summit Congress in Bressanone / Bressanone in 2013 , the philosopher Richard D. Precht criticized the average citizen who is becoming lethargic and impotent and who runs the risk of living largely controlled by others.

Social representation

Risk experience is a central component of experiential education , as it is practiced on adventure playgrounds , in the outward bound schools , in the high ropes courses , in many youth organizations, in physical education, in childcare, in adult education and in team development. The educator and politician Kurt Hahn , who is considered the father of the outward-bound movement and experiential education, has founded numerous schools at home and abroad. a. from Salem Castle / Germany and Gordonstoun / Scotland, the idea and the spread of risk education given essential impulses.

Outside of these offers, however, targeted risk experience is rarely found and is therefore often sought elsewhere (in road traffic, in extreme sports, in gambling, on the stock market). In reality, despite the much-invoked, verifiable educational value and the lamented decline in moral courage , initiative, personal responsibility and other social virtues, risk education remains largely individual fields of education such as traffic education , committed sports teachers, institutions and organizations such as the German Alpine Association (DAV) or left to the private schools of the Outward Bound movement, which attach great importance to the young people's need for risk and their value-oriented educational support. To Schleske, Warwitz, Lang or Scholz. Risk education should be an elementary component of any full-fledged upbringing in the parental home, kindergarten, day care center and school.

literature

  • Michael Birnthaler: Adventure education and Waldorf schools. A foundation . Free Spiritual Life Publishing House, Stuttgart 2008. ISBN 3-7725-1693-9
  • Tina Blumenstock: Outdoor Education in Australia and Germany in a school-related comparison . Knowledge State examination work GHS. Karlsruhe 2000
  • A. Boeger / T. Schut (Hrsg.): Experiential education in schools: theory, methods, effects . Berlin 2005
  • German Alpine Association (DAV) (Ed.): Risk - Dangers or Opportunities? Conference report of the Ev. Bad Boll Academy. Munich 2004
  • Andi Dick: The right to take risks . In: Berg 2012 . Alpine Club Yearbook. Tyrolia. Munich-Innsbruck-Vienna-Bozen 2012. pp. 186–195
  • N. Gissel / J. Schwier (Ed.): Adventure, experience and risk. Perspectives for sport in schools and clubs . Hamburg 2003
  • Th. Lang: Do children need adventure? Munich. 3rd edition 2006
  • Hermann Röhrs (Ed.): Education as a risk and probation . Heidelberg 1966
  • B. Runtsch (Red.): Adventure - a path to youth? Frankfurt 1993
  • Wolfram Schleske: Adventure - Risk - Risk in Sport: Structure and meaning from an educational point of view . Schorndorf 1977, ISBN 3778065815
  • Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Hofmann, Schorndorf 2005, ISBN 3-7780-0151-5 .
  • Nadine Stumpf: Adventure in school sports. What children want and how they can be realized . Knowledge State examination work GHS. Karlsruhe 2001
  • Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Knowledge State examination work GHS. Karlsruhe 1997
  • Siegbert A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior. 2., ext. Edition, Verlag Schneider, Baltmannsweiler 2016, ISBN 978-3-8340-1620-1 .
  • Siegbert A. Warwitz: Do children need risks and dares? In: Grundschule 11 (2002) ISSN  0533-3431
  • Siegbert A. Warwitz: From the sense of the car. Why people face dangerous challenges. In: DAV (Ed.) Berg 2006. Munich-Innsbruck-Bozen 2005. pp. 96–111. ISBN 3-937530-10X
  • Siegbert A. Warwitz: Traffic education from the child. Perceive-play-think-act. Baltmannsweiler 1993. 6th edition 2009. ISBN 978-3-8340-0563-2
  • Siegbert A. Warwitz: Growing in Risk. From the contribution to your own development . In: Case-Word-Number 93 (2008) 25-37
  • Siegbert A. Warwitz: Is it worth taking a risk - Or do we prefer to let ourselves be adventurous? In: Outdoor-Welten 1 (2014) pages 68 ff. ISSN  2193-2921 .

Web links

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

Individual evidence

  1. ↑ H. Röhrs (ed.): Education as risk and probation . Heidelberg 1966
  2. ↑ a b c S. A. Warwitz: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior. 2., ext. Ed., Baltmannsweiler 2016. pp. 26–31, pp. 260–295
  3. ^ SA Warwitz: Growing in risk. From the contribution to your own development . In: Case-Word-Number 93 (2008) 25-37
  4. ^ A b W. Schleske: Adventure - Venture - Risk in Sport: Structure and Meaning in an Educational View , Schorndorf 1977
  5. ↑ The risk must be worth it (PDF; 637 kB). bergundstieg.at
  6. ↑ N. Gissel / J. Schwier (Ed.): Adventure, experience and risk. Perspectives for sport in schools and clubs. Hamburg 2003
  7. ^ Siegbert A. Warwitz: Warnings before the risk . In: Ders .: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior . 2., ext. Ed., Baltmannsweiler 2016. pp. 32–39.
  8. ^ Siegbert A. Warwitz: Risk must want the essential . In: Ders .: Search for meaning in risk. Life in growing rings. Explanatory models for cross-border behavior . 2., ext. Ed., Baltmannsweiler 2016. pp. 296–311
  9. ^ S. Warwitz: Traffic education from the child . Baltmannsweiler 2009. pp. 10-19 and pp. 51-56
  10. ↑ Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Hofmann, Schorndorf 2005
  11. ↑ B. Runtsch (Red.): Adventure - a path to youth? Frankfurt 1993
  12. ↑ Siegbert A. Warwitz: Is it worth taking a risk - Or do we prefer to let ourselves be adventurous? In: Outdoor-Welten 1 (2014) pages 68 ff
  13. ^ Report in: Outdoor-Welten 1 (2014) page 130
  14. ^ M. Birnthaler: Adventure education and Waldorf schools. A foundation . Free Spiritual Life Publishing House, Stuttgart 2008.
  15. ↑ A. Boeger / T. Schut (Hrsg.): Experiential education in schools: theory, methods, effects. Berlin 2005
  16. ↑ Tina Blumenstock: Outdoor Education in Australia and Germany in a school-related comparison . Knowledge State examination work GHS. Karlsruhe 2000
  17. ^ Judith Völler: Adventure, risk and risk in elementary school sports. Experiential aspects . Knowledge State examination work GHS. Karlsruhe 1997
  18. ↑ Hermann Röhrs (Ed.): Education as a risk and probation. A representation of Kurt Hahn's life's work . Heidelberg 1966
  19. ↑ Michael Lausberg: Children should discover themselves. Kurt Hahn's experiential education . Marburg 2007
  20. ^ S. Warwitz: Traffic education from the child. Perceive-play-think-act. Baltmannsweiler 2009. pp. 10-19 and pp. 51-56
  21. ^ N. Stumpf: Adventure in school sports. What children want and how they can be realized . Knowledge State examination work GHS. Karlsruhe 2001
  22. ^ German Alpine Association (DAV) (Ed.): Risk - Dangers or Opportunities? Conference report of the Ev. Bad Boll Academy. Munich 2004
  23. ^ Andi Dick: From the right to risk . In: Berg 2012 . Alpine Club Yearbook. Tyrolia. Munich-Innsbruck-Vienna-Bozen 2012. pp. 186–195
  24. ^ S. Warwitz: Do children need risks and dares? In: Elementary School 11 (2002)
  25. ^ S. Warwitz: From the sense of the car. Why people face dangerous challenges. In: DAV (Ed.) Berg 2006 . Munich-Innsbruck-Bozen 2005. pp. 96-111
  26. ^ Th. Lang: Children need adventure. Munich 2006
  27. ↑ Martin Scholz: Adventure-Risk-Adventure. Orientations of meaning in sport . Hofmann, Schorndorf 2005