Resistant learning
The concept of resistant learning , also called defensive learning , comes from the subject-scientific learning theory of Klaus Holzkamp and is an important part of the critical psychology that Holzkamp co-founded .
Defensive learning is learning that takes place even without interest in the subject matter and without a learning motivation related to it. The aim is to avert any impairment or threat to the learner's quality of life.
In Holzkamp's approach, learning is understood as an active process of appropriation for orientation in the social environment. The alienation of learning, among other things in school , ignores the learning needs and interests of the students. School-based learning is seen as a special event in which the social balance of power is reproduced in the class . Pupils evade this alienation, for example, by evading (at least in their minds), behaving passively, not expressing their own opinion in class or, contrary to their own opinion, speaking to the teachers just to have some peace. Phenomena such as the very quick forgetting of the exam content learned by heart after the relevant exam are also attributed to the reluctant learning that does not correspond to the interests of the subject.
Using the example of anti-racist upbringing , Holzkamp explains how well-intentioned approaches in the circumstances described can lead to the opposite if the pupils are forced to submit to this form of external control.
The counter-concept to resistant learning is expansive learning . Here the learner comes up against limits in his or her actions, for example, he cannot communicate in a foreign language. This action problem turns into a learning problem if the person moves on to a learning action out of their own interest and acquires new knowledge - in our example, for example, through a language course. If the learning loop is successfully completed, the learner has gained the ability to act through their new knowledge , i.e. expansively expanded their own scope for action. Since the concept of expansive learning is based on the justified self-interest of the learner, it turns against the prevailing theories of motivation, which strive for externally determined motivation. Expansive learning is only possible if the learner sees the meaningfulness of the learning goal and accepts it for himself.
literature
- Klaus Holzkamp : Learning. Subject-scientific foundation. Frankfurt am Main: Campus, 1995, ISBN 3-593-35317-2
- Klaus Holzkamp : Anti-racist upbringing as a change in racist "attitudes"? - Function criticism and subject-scientific alternative , in: S. Jäger [Hrsg.]: From the workshop: Antirassistische Praxen. Concepts - Experiences - Research , Duisburg: DISS, 1994, pp. 8–29.
Individual evidence
- ↑ Holzkamp, Klaus (1992): The fiction of administrative plannability of school learning processes , p. 8.