Werner Loch

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Werner Loch (born May 11, 1928 in Idar-Oberstein , † April 2, 2010 in Berlin ) was a German educator and professor of education.

biography

Werner Loch attended the Göttenbach-Oberrealschule (today: Göttenbach-Gymnasium ) in Idar-Oberstein , where he passed the Abitur . He then studied at the Pedagogical Academies in Bad Neuenahr and Worms and became a primary school teacher in Mainz . In 1953 he married Waltraud Malkus (1932–2013). There, as well as in Tübingen , he continued his studies in the subjects of education and philosophy at the Eberhard Karls University of Tübingen in addition to his teaching activities . There hole was in 1958 when Otto Friedrich Bollnow with a thesis on "Pedagogical studies on the concept of encounter" doctorate . For two years after completing his doctorate, Loch remained an assistant at the educational seminar at the University of Tübingen.

In 1961 he was appointed professor of education at the PH Oldenburg in Oldenburg (since 1974 part of the Carl von Ossietzky University of Oldenburg ). Together with his colleague there, Hans-Jochen Gamm, and Oldenburg students, Loch drove to the Berlin University in the GDR , where they met Wolf Biermann and Lothar Bolz , among others . In 1964 he took a reputation of the University of Erlangen-Nuremberg on. During his time there he experienced the student movement , which clearly influenced him in the preparation of his biographical theory of education.

He held the professorship in Erlangen-Nuremberg until 1970 when he accepted the call from Christian-Albrechts-Universität zu Kiel . As a full professor, he occupied the chair for general pedagogy, succeeding the not undisputed Theodor Wilhelm . Differences were shown e.g. B. in the views of the student movement. During his time in Kiel, Loch lived with his family in Flintbek . He stayed in office until 1994. His successor was Wilhelm J. Brinkmann . Hole continued to publish until 2008. He died on April 2, 2010 at the age of 81 in Berlin.

Focus of work

Initially, Loch dealt with the border area between theology and pedagogy (for example with the concept of encounter) as well as with subjects related to the history of the discipline and the theory of science. From the mid-1960s he began to work out a biographical theory of education that is reciprocally related to the curriculum vitae. “Curriculum Vitae and Education” (1979) is considered to be a fundamental work. On the one hand, he took Helmuth Plessner's open question in anthropology and, on the other hand, the learning society diagnosed by Karl Bednarik (the title of a work published in 1966) as the starting point for his theory. Because of the indeterminacy of humans and the prevailing compulsion to lifelong learning, humans are dependent on learning aids over their entire lifetime in order to be able to lead a life in dignity and maturity. The upbringing experienced by oneself would only become legitimate through prospecting for later life, while a fulfilled life in maturity would only be actualized if there had been a corresponding upbringing beforehand, since the person understood as homo discens “is necessary for upbringing for the meaningful development of his disposition is dependent ".

Phenomenological and hermeneutic methods served to elaborate and formulate this theory. Thus hole was methodical in the tradition of his teacher Bollnow, which in turn was taught by Herman Nohl the liberal arts pedagogy understood to represent.

According to Loch, education has the function of enculturation aid for self-preservation in dignity. It was Loch himself who took over the term enculturation from the American anthropologist Melville J. Herskovits and introduced it to German educational science in 1968. On the one hand, this functional determination prevented the child from being denied in pedagogy and, at the same time, made it possible to assign pedagogical learning aids a legitimate status over the entire life cycle.

Over a period of over 40 years, Loch continued to expand and reorganize the biographical (or: egological) theory of education. To illustrate his theory, he used various schemes such as the cross of education, the circle of education or the 22 development stages of human learning ability. At the same time, Loch continued to publish essays on the profession of teacher, the role of language in education and democratization processes in education. The most recent publications focus on the analysis of autobiographies. Interest in theological and epistemological questions also seems to have increased recently. There was no longer a comprehensive publication of his biographical theory of education.

Publications (selection)

The following writings are a chronological selection of Loch's most important writings. In total, Loch has published around 125 almost exclusively dependent works . He was also the editor of various series . With Jakob Muth he edited the series "New Pedagogical Efforts" (100 volumes) and with Harm Paschen and Gerhard Priesemann the series "Language and Learning: International Studies on Educational Anthropology". He was also (co-) editor of the magazine "Das neue Erlangen".

  • The pedagogical sense of the anthropological approach. In: Education and Upbringing 18 (1965), H. 3. P. 164–180.
  • Homo discens. In: Peege, Joachim (Ed.): Contacts with business education : Festschrift for Walther Löbner on his 65th birthday. Neustadt / Aisch: Ph. CW Schmidt (1967). Pp. 135-146.
  • Enculturation as a basic anthropological concept in education. In: Bildung und Erbildung 21 (1968), H. 3. S. 161–178. [1]
  • Curriculum vitae and education. New Pedagogical Efforts, Vol. 79 (1979). Essen: New German School.
  • Curricular competencies and educational paradigms. On the anthropological foundation of a biographical theory of education. In: Education and Upbringing 32 (1979), H. 3. S: 241-266. [2]
  • Man in the mode of ability. Anthropological questions of pedagogical thought. In: König, Eckard / Ramsenthaler, Horst (ed.): Discussion of pedagogical anthropology. Munich: Fink (1980). Pp. 191-225.
  • On the constitution of education in the horizon of Edmund Husserl's genetic phenomenology. In: Bildung und Erbildung 34 (1981), H. 4. pp. 408-419. [3]
  • Phenomenological Pedagogy. In: Lenzen, Dieter (Hrsg.): Enzyklopädie Erziehungswissenschaft, Vol. 1: Theories and basic concepts of upbringing and education. Stuttgart: Klett-Cotta (1983). Pp. 155-173.
  • The turning of the pedagogical consciousness as a challenge to a phenomenological pedagogy. In: Bildung und Erbildung 37, H. 2 (1984). Pp. 119-130. [4]
  • The constellation of meaningful others in the child's consciousness. In: Brozio, Peter / Weiß, Edgar (Hrsg.) (1993): Pedagogical anthropology, biographical educational research, pedagogical reference. Festschrift for Werner Loch's 65th birthday. Hamburg: Fechner. Pp. 12-70.
  • The curriculum vitae as a basic anthropological concept of a biographical theory of education. In: Krüger, Heinz-Hermann / Marotzki, Winfried (Hrsg.): Handbuch erziehungswissenschaftliche Biographieforschung. 2nd edition 2006 (1st edition 1999 by Leske + Budrich). Wiesbaden: VS Verlag. Pp. 71-89.
  • The foundation of general pedagogy by Herbart and Schleiermacher. In: Weigand, Gabriele / Böschen, Markus / Schulz-Gade, Herwig (eds.): General and differential in educational thinking and acting. Basic questions - main topics - fields of action. Wilhelm J. Brinkmann on December 20, 2007. Würzburg: Ergon (2008). Pp. 135-146.

Web links

Individual evidence

  1. ^ Waltraud Loch: Obituary notice . ( kn-trauer.de [accessed on May 10, 2018]).
  2. ↑ Oliver Otto: Professional career. Retrieved May 10, 2018 .
  3. ↑ Marc Fabian Buck: Werner Loch - a late obituary . In: Bulletin of the library support group for research on the history of education . tape 23 , no. 1 , 2013, p. 16-32 ( dipf.de ).
  4. ^ Loch, Werner (1979): curriculum vitae and education. New educational efforts, Vol. 79. Essen: New German School. P. 32.
  5. ↑ Böhm, Winfried (2005): [Art.] Enkulturation. In: ders .: Dictionary of Pedagogy. 16th edition Stuttgart: Kröner. P. 178f.
  6. ↑ Loch, Werner (1981): Beginnings of education. Two chapters from a displaced curriculum. In: Maurer, Friedemann (ed.): Life history and identity. Contributions to a biographical anthropology . Fischer pocket books 6626. Frankfurt: Fischer-Taschenbuch-Verlag. Pp. 31-83. P. 45.
  7. ^ Buck, Marc Fabian (2012): Introduction to the biographical education theory of Werner Lochs. With a comprehensive bibliography and list of events . Norderstedt: BOD. P. 22 ff.
personal data
SURNAME Hole, Werner
BRIEF DESCRIPTION German pedagogue and professor for pedagogy
DATE OF BIRTH May 11, 1928
PLACE OF BIRTH Idar-Oberstein , Germany
DATE OF DEATH April 2, 2010
Place of death Berlin , Germany