Wolfgang Jantzen

from Wikipedia, the free encyclopedia

Wolfgang Jantzen (* 1941 ) has been a Bremen university professor emeritus since 2006 , special education teacher and author .

Life

Jantzen studied from 1963 in Gießen and Marburg with the degrees “ teaching post ” and “ psychology ”. From 1966 to 1971 he was a teacher at a special school , from 1971 then teacher in the high school service (Marburg). In 1972 he received his doctorate in Marburg. phil. From 1974 Jantzen was professor for general disabled education at the University of Bremen. He developed materialistic education for the disabled, of which Georg Feuser is one of the representatives. In the winter semester 1987–1988 he received a Wilhelm Wundt professorship for psychology at the Karl Marx University in Leipzig . After his retirement in 2006, he accepted another guest professorship at the Centro de Educação e Ciências Humanas / CECH / UFSCar , São Carlos, Brazil.

Wolfgang Jantzen was co-founder and first chairman of the Luria Society - an association for the promotion of the scientific foundation of the rehabilitation of brain-damaged people from 1987 to 2008; second chairman since 2011.

Scientific work

Jantzen ties in with the traditions of the cultural history school and the theory of activity . He (s) deals with the philosophy, sociology and (neuro) psychology of intersubjectivity. His aim was and is to develop a general theory of social, intersubjective spaces, of which Vygotsky's Zone of Next Development is a fundamental special case, the elucidation of which promises to deliver the elementary unity of educational processes. He contributes to a political philosophy of disability. Jantzen founds a materialistic education for the disabled in Western Europe. His practice-related work on rehistorizing diagnostics and de- institutionalization document development potential even with the most severe disabilities . Jantzen is the general editor of the encyclopaedic handbook of disabled education “Disability, Education, Participation” in 10 volumes.

Starting from the socially often marginalized subject of pedagogy for the disabled, Jantzen developed, in part together with Georg Feuser, a synthetic human science with universal aspirations. In doing so, he included and includes a broad spectrum of sciences that is seldom known in today's science, from the natural sciences such as neurology and genetics, behavioral research, attachment research, cybernetics, to sociology, psychology and philosophy. In the latter, Marx, Spinoza, also Hegel and Hans Heinz Holz play a bigger role and in recent years especially authors from the global South like Enrique Dussel and Boaventura de Sousa Santos. Recently, feminist literature, especially from Latin America, has become more and more important to him. At least since his publication of the General Disability Education, the synthetic human science he developed has been linked with a dialectic of nature, whereby he connects the objective side of knowledge with intersubjective contexts in such a way that a theory of social meaning results that is just as materialistic as itself opens to a spiritual interpretation, which is sharpened by the sensitivity to injustice and the possibility of liberation and is based on authors such as Dorothee Sölle, Pablo Neruda and Walter Benjamin.

reception

Jantzen is not infrequently offended in the traditional special education area because of the complexity of his texts, but above all because of his critical position on all forms of exclusion .

Fonts (selection)

  • Socialization and disability. Giessen: Focus 1974.
  • Outline of a general psychopathology and psychotherapy. Cologne: PRV 1979.
  • Social history of the disabled care system. Munich: Juventa 1982.
  • General education for the disabled, Vol. I and II. Weinheim: Beltz 1987 (1992²), 1990; New edition in one volume: Berlin: Lehmans media 2007.
  • Psychological materialism, activity theory, Marxist anthropology. Berlin: Argument-Verlag 1991.
  • In the beginning there was meaning - on natural history, philosophy and psychology of activity, meaning and dialogue. BdWi-Verlag 1994. New edition: Berlin: Lehmanns Media 2012.
  • Time is out of joint. Marburg: BdWi-Verlag 1998.
  • Materialistic anthropology and postmodern ethics. Methodological studies. Cologne: Pahl-Rugenstein successor 2004.
  • "It depends on changing ..." - On the methodology and practice of rehistoric diagnostics and intervention. Giessen: Psychosozial-Verlag 2005.
  • "Cultural-historical psychology today - methodological explorations on LS Vygotsky". Berlin: Lehmanns Media: 2008.
  • Writings on cultural-historical psychology. E-Journal Activity Theory - Journal for activity theory research in Germany. Issue 11. Berlin: Lehmanns Media 2014. Digitized versionhttp: //vorlage_digitalisat.test/1%3Dhttp%3A%2F%2Fwww.uni-potsdam.de%2Fu%2Fgrundschule%2Fgiestweb%2Fwb%2Fmedia%2Fdownload_gallery%2Fheft_11.pdf~GB%3D~IA%3D~MDZ% 3D% 0A ~ SZ% 3D ~ double-sided% 3D ~ LT% 3D ~ PUR% 3D (PDF)
  • Introduction to education for the disabled. Berlin: Lehmanns Media 2016.

(Co-) editor of:

  • (together with G. Feuser): Yearbook for Psychopathology and Psychotherapy. 1980 to 1993.
  • Democratic education 1985–1987.
  • The neural entanglements of consciousness. On the topicality of Alexander Lurija's neuropsychology. Münster: Lit 1993.
  • Communications from the Luria Society. 1994-2009; Yearbook of the Luria Society. From 2010.
  • (with W. Lanwer-Koppelin): Diagnostics as rehistorization. Berlin: Spiess 1996; New edition: Berlin: Lehmann Media 2011.
  • (with L. Lanwer-Koppelin and Kristina Schulz): Quality assurance and deinstitutionalization - nobody may be disadvantaged because of their disability. Berlin. Spiess 1999.
  • Everyone can learn - perspectives of a cultural-historical (disabled) pedagogy. Neuwied, Berlin (Luchterhand) 2001.
  • Alexandr R. Lurija: Cultural-historical human studies. Berlin (Pro Business) 2002.
  • (together with B. Siebert): “One diamond cuts the other” - Evald Vasilevič Il'enkov and the theory of activity. Berlin (Lehmanns) 2003.
  • Brain, history and society. The neuropsychology of Alexandr R. Lurijas (1902 - 1977). Berlin (Lehmanns) 2004.
  • Galperin's School - Activity-based contributions to the acquisition of concepts in pre-school and primary school age. Berlin (Lehmanns) 2004.
  • Didactics of cultural history. Reception and further development in Europe and Latin America. Berlin: Lehmanns Media: 2012.
  • (together with T. Hoffmann and U. Stinkes): Empowerment and Exclusion: On the Critique of the Mechanisms of Social Exclusion. Giessen: Psychosozial Verlag 2018.

literature

  • Vera Moser (Ed.) (2018): Disabled Education as Synthetic Human Science. An introduction to the work of Wolfgang Jantzen. Bad Heilbrunn: Klinkhardt.

Web links

Individual evidence

  1. ↑ Birgit Gärtner: Developing an Image of Man - The University of Bremen is dismantling the renowned degree in pedagogy for the disabled. In: ag-friedensforschung.de . November 23, 2009, accessed July 13, 2020.
  2. ↑ Menno Bauman in conversation with Jantzen, topic neuropedagogy ( Memento of the original from May 19, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. (PDF; 355 kB)  @1@ 2Template: Webachiv / IABot / www.ewetel.net
  3. ↑ Lecture at the Berlin Charité 2011
personal data
SURNAME Jantzen, Wolfgang
BRIEF DESCRIPTION German emer. professor for disabled education
DATE OF BIRTH 1941