Wolfgang Scheibe (educational scientist)

Wolfgang Scheibe (* 1906 ; † 1993 ) was a German educational scientist . After working full-time in the Reich leadership of the Reich Labor Service during the Nazi era , he taught as a lecturer from 1954 and as a professor of education at the Munich University of Education and the Ludwig Maximilians University in Munich from 1963 . In 1969 he published a description of reform pedagogy , which saw several editions well into the 21st century and which is regarded as classic.

Live and act

Scheibe did his doctorate in 1934 under Herman Nohl and Georg Misch in Göttingen . He belonged to a group of Nohl students who decided in May 1933 to seek affiliation with National Socialism and joined the NSDAP and the SA . From 1935 to 1945 he was a regular Reich Labor Service Leader, most recently with the rank of Oberstfeldmeister, in the education and training office of the RAD Reichsleitung in Berlin-Grunewald .

After the Second World War , Scheibe initially worked as a bookseller and teacher and from 1952 to 1958 at the Hessian Teachers' Training Center in Kassel . From 1954 he held a teaching position for pedagogy at the Pedagogical College of the University of Munich . In 1963 he was appointed honorary professor. By the end of his activity in 1977, he rose to full professor of education. From 1955 to 1972 Scheibe was editor and from 1962 to 1980 co-editor of the magazine for pedagogy .

In 1969, Scheibe first presented his presentation, The Reform Pedagogical Movement 1900–1932 , which has been reprinted several times since then. In his systematics and his focal points, Scheibe followed the canonized perspective of reform pedagogy as a movement that Herman Nohl et al. a. in the Handbuch der Pädagogik 1933. He also went into the religious education reform movement, the social education movement and the school reforms of the Weimar Republic , but set the original phase of reform education to 1890 and its end to 1932. With this periodization, Scheibe tacitly corrected assessments that he had represented in his 1944 Outline of German Educational History, when he presented National Socialist education in an uncritically affirmative way as the completion of reform education. Reviewers such as Rudolf Lassahn and Bruno Schonig criticized the fact that Scheibe got stuck in a pedagogical history of ideas and that reform pedagogy essentially represented a complex of ideas and theories as well as a product of theorists Heinz-Elmar Tenorth stated in 1994 that there still seems to be no other Textbook that combines the abundance of material on offer with the catchy language as well as Scheibe's presentation.

Fonts

• The Enlightenment Crisis. Study of the struggle of the Sturm und Drang movement against the rationalism of the Enlightenment of the 18th century. Beltz, 1936, Langensalza [u. a.] 1936.
• Formative forces of the landscape. Vowinckel, Heidelberg 1936.
• with Paul Seipp and Rolf von Gönner : Spaten und Ähre. The handbook of the German youth in the Reich Labor Service. K. Vowinckel, Heidelberg 1937.
• Task and structure of the Reich Labor Service. 1st edition. Kohlhammer, Schaeffer Department, Leipzig 1938.
• Outline of the German educational history. 1st edition. Kohlhammer, Leipzig 1944.
• Johann Gottfried Herder. Holzner, Kitzingen / Main 1952.
• The Pedagogical Forum. An experience report from the work of the Marburg Adult Education Center. 1955.
• Student responsibility. Their educational purpose and their implementation. Luchterhand, Berlin-Spandau 1959.
• The pedagogy in the XX. Century;. An encyclopedic representation of your basic questions, intellectual content and institutions. E. Klett, Stuttgart 1960.
• with Theo Dietrich and Job-Günter Klink (eds.): On the history of the elementary school. Julius Klinkhardt, Bad Heilbrunn / Obb 1964–1965.
• Study guide for the Munich University of Education, Munich. 2nd Edition. Reinhardt, Munich 1965.
• Education for shared responsibility. German parity. Welfare verb, Frankfurt, M. 1966.
• The punishment as a problem of education. A historical and systematic pedagogical investigation. Beltz, Weinheim 1967.
• Berthold Otto: Complete teaching. An interpretation. Beltz, Weinheim, Berlin, Basel 1969.
• The Reform Education Movement 1900-1932. An introductory presentation. Beltz, Weinheim 1969.

Individual evidence

1. ↑ Wolfgang Klafki and Johanna-Luise Brockmann: Humanities pedagogy and National Socialism. Herman Nohl and his “Göttingen School” 1932–1937. An individual and group biographical, mentality and theoretical history investigation. Beltz, Weinheim 2002, ISBN 3407252501 , pp. 77, 118.
2. ^ ^{A b} Alexander Hesse: The professors and lecturers of the Prussian Pedagogical Academies (1926-1933) and universities for teacher training (1933-1941) . Deutscher Studien Verlag, Weinheim 1995, p. 90.
3. ↑ ^{a b} Heinz-Elmar Tenorth: Afterword. Reform pedagogy, its historiography and analysis . In: Wolfgang Scheibe: The Reform Pedagogical Movement 1900–1932. An introductory presentation. 10th edition, Beltz, Weinheim 1994, pp. 438-440.
4. ^ Heinz-Elmar Tenorth: Afterword. Reform pedagogy, its historiography and analysis . In: Wolfgang Scheibe: The Reform Pedagogical Movement 1900–1932. An introductory presentation. 10th edition, Beltz, Weinheim 1994, p. 441; Jürgen Oelkers: Reform Education. A critical story of dogma. 4th, completely revised and exp. Ed., Juventa, Weinheim 2005, p. 277.
5. ^ Heinz-Elmar Tenorth: Afterword. Reform pedagogy, its historiography and analysis . In: Wolfgang Scheibe: The Reform Pedagogical Movement 1900–1932. An introductory presentation. 10th edition, Beltz, Weinheim 1994, p. 438.