Education
Education (from OHG bildunga, creation, image, shape ' ) refers to the shaping of man in regard to his " humanity " of his mental faculties.
The term refers to both the process ( " form " ) as well as on the state (" be formed "). The second meaning corresponds to a certain ideal of education (for example, the Humboldtian ideal of education ), which is expected in the course of the educational process. A sign of the formation, which is almost all educational theories in common, can be described as the reflected relationship to themselves to others and the world.
The modern dynamic and holistic concept of education is the lifelong process of human development, in which he extended his spiritual, cultural and life skills and his personal and social skills.
- 8.1 China
Conceptualization
Education is linguistically, culturally and historically conditioned term with a very complex meaning. A precise to find, or better yet uniform definition of the concept of education, therefore, proves to be extremely difficult. Depending on the orientation and interests vary the opinions about what should be understood by "education " significantly.
"Education refers to image and thus back to apprehended in our century Genesis passage ( first book of Moses, 26 f ), according to which God has created man in His own image. At the same time, it is forbidden to this creature to get an image of God. "
The term education was introduced by the medieval theologian and philosopher Meister Eckhart in the German language. He motioned for him the " learning of serenity " and was regarded as " the cause of God ", " so that man may be fashioned like God."
Wolfgang Klafki referred to education as " Erschlossensein a rem and spiritual reality for a human being - that is the objective or substantive aspect; but that also means: Erschlossensein this man for this his reality - that is, the subjective and the formal aspect in the same time, functional ' as in, methodological ' sense. "
After Bernward Hoffmann education is understood as the unfolding and development of the intellectual and spiritual values and systems of a human being by shaping and education: " The term is derived from the " image " of a thing to give shape and essence. The word education has come down to denote mere formal knowledge. Education is then not far from imagination or referred to only what is considered social utilitarianism of the rulers just as important. "
After Daniel Goeudevert education is " an active, complex and never -ending process, in its lucky process an autonomous and automatic, problem solutionable and life efficient personality can arise ." Education can not therefore be reduced to knowledge: knowledge is not the goal of education, but very probably a tool. In addition, presupposes formation of judgment, reflection and critical distance in relation to the range of information. In contrast, stand the half-educated, or, when it comes to adaptation, in contrast to reflexive distance, also the Assimilation ( Sociology ).
An alternative definition can be found at Koessler:
"Education is the acquisition of a system morally desirable settings through the teaching and acquisition of knowledge in such a way that people in the reference system of its socio-historical world choosing, judgmental and setting increasingly define their location, get personal profile and gain life and action orientation. One can instead say, education causes identity [. ] "
To escape the dilemma theory to unilaterally increase the subjective or objective side of the formation, it features Tobias Prüwer as an open process, in particular, world and social world around takes place as a linguistically mediated Situate in the ratio of I. He proposes a "post-modern " variant in " skepticism and criticism represent important features of education is: Differentiate, Distinguish lay the foundation for independent discretion and a sovereign judgment, sharpen and relativize the individual worldview. Education also aims at the open and the Possible, the unit within the constraint logic out of sight. In enshrined in the concept of education and peer recognition of the different life forms is also a radical- democratic element " Tobias Prüwer. :
While in our everyday thinking and the education term strongly with terms like "instruction " and " knowledge " is connected, it was extended in the theory and the pro since Wilhelm von Humboldt. According to Hartmut von Hentig get " the word education since the moment of independence, thus the self- education of the personality " to. Humboldt himself observes, in that:
The word education is a typical German word, it stands in a specific relation to " education." These in the German language differently occupied terms are summarized as "education" in English.
The term is further distinguished from terms with which it is colloquially often used interchangeably: the terms knowledge, and sophistication. The term education includes (depending on the interpretation of the concept of education to varying degrees) facets of all three terms a. In addition a certain proximity to the term of maturity.
The historical development of the concept of education
The concept of education learned during its development several times a change of meaning.
The beginnings of education
Although the antiquity the concept formation is not used in this way, as we know it, were the ideas that shaped this term, but already present. In Greek, the concept of paideia is very closely related to the concept of education.
The German term originated in the Middle Ages, probably as a term creation of Meister Eckhart in the imago Dei doctrine. The term is thus theological origin. Form will be understood as being formed by God, in God's image. The human soul is " simulated " formed within the meaning of. Education is a process to which the individual has no control. It is not the job of the people to form. The process is brought in from outside to man. In this sense the term applies from Homo insipiens (Latin ), the uneducated ( stupid ) man, to which only by education to a real homo sapiens - can be - the "wise, wise man."
A " push education " there was in Europe during the Renaissance, in the people's curiosity awoke and with the help of the developed by Johannes Gutenberg letterpress art education books for the first time could be more widespread. One of the schreibfreudigsten " creator " was at that time the humanist Erasmus of Rotterdam, who wrote over 100 books, and education recognized very early that man is not born but educated! With his books he wanted to convey to his contemporaries and to posterity education and made it clear:
The advent of the term "education" in the pedagogy
Given the destruction during the Thirty Years War Comenius hoped for a peaceful order of the world from the fact that people from childhood are taught to human behavior.
Thus, the term considers education to move into the pedagogy.
The Latin word used at the time eruditus ( " formed ", " enlightened" ) etymologically means
The resulting new people in the 18th century image of an enlightened, thinking in scientific categories and acting man transforms even the concept of education. By addressing German authors with Shaftesbury, the term is secularized. The theological significance gives way to a meaning which the approaches platonic. Man should no longer become the image of God, but the goal is the human perfection. This idea can be found among others at Pestalozzi ( evening hours of a hermit ), Herder (ideas), Schiller and Goethe ( Wilhelm Meister ). Immanuel Kant clarifies in his treatise On Education the task of education, when he writes:
Were given prior to the Enlightenment nor by God the objectives of education, they are now determined by the need of human beings to live in a society. It's about the " gross weight " human form so that he could be a useful member of society. In this molding process, existing systems are developed. But the educational goals still are not set by the individual but are ideals that are independent from the particular eternal prerogative ( cf. theory of ideas ) and are brought from outside the individual.
The turn to subjectivity
The German idealism applies the concept of education to the subjective. Education is seen as a form of mind which creates himself. This process described in Johann Gottlieb Fichte (1726-1814) can be divided into the formula hold: " The 'I' as a work of my self." It is also spruce that has made its concept of education for the first time on objective factual knowledge. The aim is - as in the Enlightenment - the genesis of a perfect personality. Perfect is a person when a harmony between "heart, mind and hand" is.
The programmatic turnaround
Wilhelm von Humboldt finally rises education to the program. The need to form was created inside the man and should only be awakened. Each formation is to be made available. Humboldt creates a more tier school system in which everyone will according to his ability and in accordance with the requirements set by the company to him, encouraged. However, when it comes to Humboldt's educational ideal not to empirical knowledge, but still the training / perfection of personality and the attainment of individuality. This " self- making " is not operated to achieve a tangible goal, but for the sake of self-improvement.
Civil status symbol and measurable asset that must be linked to the practical life, education only with the bureaucracy, in the form of secondary school curricula. Education alone is no longer itself, but should bring benefits and if possible gain. This formation is a status symbol of the society and the social demarcation criterion. Friedrich Paulsen writes in 1903:
For the evaluation of education, he writes:
On the history of the concept of education can be followed that it has received not one, but several connotations over time, from the religious significance of the personality development to commodity education. In the German Empire (1871-1918) the decisive turning point of Humboldt's educational content will go instead to more modern course contents. In today's social debates of the term education is with all these connotations used simultaneously or in part, depending on the context in which the utterance is. Possible contexts include: social differentiation, economic interests or political goals. Generalizing can really only be said that most of the definitions on the maturity aspect of the term point "education". Regarding the terms and concept creations that come in the context of language -intentioned belong education system, poor education, general education, education policy, educated families, etc. How not least the discussion about the Pisa study shows today the general education schools with ever greater self-evident from the perspective of " optimization of learning processes in terms of their relevance to economically exploitable labor " ( Ribolits, 13) are evaluated.
Learning, education, training
The ability of humans to learn is the basis for education and training. In the process of education children and young people are introduced by the educational leaders (parents, educators, teachers, youth leaders ) in the adult world. You will learn rules, norms and behavior, but also individual thought and action. The path to self-understanding is through the foreign understanding, ie. Above the understanding and appropriation of the surrounding world
While education means more external control pulses of personality development, education refers mainly on processes and outcomes of the individual processing and appropriation. Education is in contrast to education or vocational training not linked directly to economic purposes. However, the acquisition of general education qualification, in particular the baccalaureate is often a condition of access to well-paid professions. On the problem of competitors of education and training, Johann Heinrich Pestalozzi expressed as follows: " General Empor formation of the internal forces of human nature to pure human wisdom is more general purpose of education and the lowest people. Practice, application and uses his strength and wisdom in the special situations and circumstances of mankind is professional and ethical education. This must always be subordinate to the overall purpose of the human form ... He who is not human, lacking the basis for the formation of his qualifier " Johann Gottfried Herder's ideas are similar to those of Pestalozzi ." People we are more than we are professionals! From what we know as a people and have learned as youths, our best formation and usefulness come from for ourselves, yet without anxious consideration what the state wants to make of us. If the blade is sharpened, so you can cut all kinds of it. "
Since compulsory education ( Germany ) which educational processes are at least not initially initiated voluntarily. Because knowledge is required in our society, there is a lifetime external pressure to include as much information. Knowledge and learning alone arise, however, no education, therefore, a knowledge-based educational canon can not be more than an important tool in the promotion of education. Friedrich Paulsen expressed in encyclopedic handbook of education from 1903 on this subject as follows: " It is not the mass of what [ one ] knows or has learned makes the formation of, but the power and peculiarity, which [ is ] it has appropriated and to be used for the conception and assessment understands him herein. Not ... the fabric determines the form, but the form. "
Thus would arise that education qualifications mainly reward learning outcomes, only limited would pass as proof of education.
A good symbolism for the elementary aspects of education which are learned across disciplines in the school lessons (to be), arises from an equilateral triangle, since each side is equal. The three sides are doing a symbol of knowledge, thinking and communication skills. Knowledge parties include the contents of knowledge ( declarative knowledge ), thinking, however, the different strategies of gaining knowledge such as problem solving, describing, explaining, interpreting, etc. Among communication skills, in this context, the ability of a person to be understood his thoughts, ideas, theories, etc. other to make transparent and vice versa actively empathize other in the world of ideas. An alternative image would also arise through a three-legged stool, where each leg represents one of the mentioned aspects of education. One leg is longer ( shorter) than the other two legs, the stool is unstable in its center of gravity. These fundamental aspects of education equally constitute the basis for all further aspects of education, such as moral thinking and action, creativity and artistic skills or instrumental skills. In this sense, these three aspects can be referred to as elementary skills of education.
Early education
Increasing importance, with repercussions for the discussion of school education, gaining the early education of children in the first years of life. While still in the 1950s and 60s by the " stupid first year " spoke and wanted to describe the formation inability of small children, is now general knowledge that education begins at the latest with the birth and then the essential conditions of all subsequent formation processes are placed at top speed. Important impulses experienced by the brain research of this process.
Education and social inequality
"School is an institution that distributes life chances. "
The education effort is the result of the influences of the environment and of individual choice. In general, correlate in almost all societies social status of the parents and formal education of children positively with each other. This means that low educational qualifications (or lack thereof) are to be found mainly in the lower classes. Through acquisition of education and social advancement is possible.
With "education" and the expansion of the education system was hoped in the past often reduce social inequalities. The fact that " equality " is an illusion in the desired, the French sociologist Pierre Bourdieu and Jean-Claude Passeron have shown already in the 1960s. There are national differences. In international comparison determines in Germany the social origins in a particularly high degree educational success. Various school performance studies (LAU study, PIRLS, PISA ) have shown that children of uneducated parents even then often get a lower type of school recommendation than children of parents with higher education, if the cognitive, reading and mathematics skills is equal to. Education can, under such conditions serve to reproduce social inequality and legitimize because the "failure " is often interpreted and experienced in the education system as individual disability. In Germany, children and adolescents from immigrant families are currently affected by educational disadvantage in a special way. Then a technical discussion responding to the question, what are requirements of an appropriate education policy and practice in the immigration society. A study by the University of Augsburg in 2007 also indicates a significant difference between rural and urban children. To switch in Swabia ( Bavaria ) in the country, only 22 percent of girls from primary school to high school. In the city the other hand, 44 percent of girls go to secondary school - despite the same notes.
See also: Bildungsparadox, equal opportunities, social reproduction, working-class children, education, geography, educational disadvantage and DSW Social Survey
Educational goals
A narrow canon of educational objectives are contrary to the individual character of any formation, the plural constitution of human rights founded democracies and the broad cultural spectrum of the developing world society. Therefore, the objectives listed below are not intended to be generally binding educational ideal, but rather as elementary signposts. Also, they are in a certain tension to the predominant function of the education and training system to prepare for the profession, in the often quite different skills and attitudes are required. But if the free development of the personality, if brotherhood among people and an equal right for all to be supplied as being standards of decent existence for validity arise for education manifold objectives, such as:
- Openness to the spheres of truth, goodness and beauty (in the sense already of ancient philosophy with its three branches logic, ethics and aesthetics); Participation in cultural life, in art and music;
- Charity and helpfulness, sense of justice and ability to act in solidarity;
- Tolerance, particularly as respect for the individuality and conviction of the other;
- Health awareness and appropriate personal care, Athleticism.
The educational accompanied formation process ( Klafki )
Developed by Wolfgang Klafki concept of categorical education based on " the idea of reciprocal mutual interrelatedness of the world and individual."
He divided the concept of education into two main groups, the substantive and formal education. In both groups Klafki different yet two more basic forms: within the material education the education theory objectivism and the formation of the classical theory and as variants of formal education, the functional and methodical education.
This subdivision specifically means:
Theoretical education objectivism says that only man is formed, which appropriates as much knowledge.
Formation theory of the classical understands education as a " process or as a result of a process in which makes the young man in the encounter with the Classic, the higher spiritual life that Sinngebungen, values and ideals of his people or cultural group on its own and in these ideal figures his own spiritual existence only really wins. which educational content could be considered " classic ", but could never be one for all enshrined times, but was dependent on historical-critical appropriation and an ongoing process of building a convincing models.
The core of the functional theory of education can be formulated in a few sentences aloud Klafki. The essence of education are not recording and acquiring content, but shaping, development, maturation of physical, mental and spiritual forces.
The second basic form of formal education calls Klafki after Lemensick methodical education. She turns to the educational process. Education here means acquisition and mastery of the ways of thinking, feeling category, value standards, in short: the method.
From Klafki view aims education on the teaching and learning of three basic goals:
- Self-determination ability
- Participation ability
- Capacity for solidarity.
Expanding the following points are called by him:
- Analysis of the concept of the universal, as " all of us Aspiring end " is to be understood
- Education should include all human ability dimensions of man.
Education should vonstattengehen in all basic dimensions of human abilities, which means beyond cognitive functions:
- Artisanal and technical education,
- Training of interpersonal relationship possibilities,
- Aesthetic perception, creative and judgment
- Ethical and political action.
In the educational process are to mediate and to acquire specific attitudes and skills:
- Criticism tolerance and capacity, including capacity for self- criticism,
- Argument willingness and ability
- Empathy,
- Ability to networked thinking.
Educational concepts of other cultures
The in this article presented up to this point concept of education founded in the 18th century in Europe. However, educational traditions exist not only in the Western world, but also in many other cultures and are often considerably older than the Humboldt's ideas.
China
The Chinese educational tradition originated in the 6th century BC, with Confucianism, a philosophy that does not happen to "school of scholars" is called in China. Confucius and his disciples sought at this time for a renewal of the social and religious values and a fundamental improvement of the people, which should lead to an improvement of the social order. The key to the improvement of the people they saw in the fulfillment of certain social obligations ( loyalty, honor of parents, propriety ) and in the study. In the wake of the Confucian aspirations to a meritocracy was introduced in the Chinese civil service exam under the Sui Dynasty in 606 AD, a competitive system, the members of the educated classes a rise in social positions allowed that were occupied until then mostly by birth. The qualification system has led to the emergence of a social class of scholar - bureaucrats (士大夫, Pinyin: shì Dafu, see Mandarin), who were trained in calligraphy and Confucian literature and to the fall of the Qing Dynasty ( 1912) in China's policy possessed great influence. Among the areas in which Chinese scholars (文人, wénrén ) were traditionally versed include Chinese literature, the playing of musical instruments, the Go or chess, painting with water colors and the art of tea. After the founding of the People 's Republic of China and especially at the time of the Cultural Revolution, the Chinese leadership was trying to enforce a break-up of all the educational traditions of the imperial period under Mao Zedong; as there was in the PRC from 1966 to 1978, for example, no normal university operations. The extraordinary high valuation of education has remained characteristic of large parts of the Chinese population but up to the present day.
Since this educational tradition has evolved independently of the European history and was created in a time in which the German word "education" did not even exist, exist between the traditional Chinese and modern western concept of education in addition to some common interests but also significant differences. Especially away is the collectivist tradition of China the Humboldtian idea that man should develop through education individuality. Similar to the Humboldt also targets the Confucian ideal of education to an improvement of the people, but not with the intent of producing enlightened citizens of the world, but to the community to bring in harmony.