Georg Kerschensteiner
Kerschensteinerschule Georg (Georg Michael Kerschensteinerschule; born July 29, 1854 in Munich, † January 15, 1932 in Munich) was a German educator and founder of the School of. Especially the development of the German people and trade school he thereby contributed significant ideas.
Life
Kerschensteiner parents were impoverished merchant married couple, Anton and Katharina Kerschensteinerschule. At age six, he attended the Holy Spirit parish school in Munich and was taken eight years for stealing band in arrest. 1866, at the age of twelve years, followed Präparandenschule and Royal teaching seminar, 1871-1873 working as an assistant teacher in the village forest inning and Lechhausen. 1874 Kerschensteinerschule left of his own accord the teaching profession and took private lessons, visits the last two classes of a high school and earned his livelihood by teaching music. 1877 to 1880 he studied mathematics and physics at the Technical University of Munich, 1880-1883 at the Ludwig- Maximilians- University with final promotion (On the criteria for the singularities of rational curves of the fourth order ).
Since 1883 was Kerschensteinerschule high school assistant for mathematics and physics at the Melanchthon -Gymnasium in Nuremberg, from 1885 teacher of mathematics at the town's business school, 1890 high school teacher of mathematics and physics at Gustav Adolf Gymnasium in Schweinfurt, from 1893 to the Ludwigsgymnasium Munich. In 1895 he was elected to the council of Munich. As such, he resigned in 1918 and was appointed Honorary Professor in Munich.
Educational reformer
The election to city council in Munich in 1895 drew him to the reform of the primary school curriculum, for example, with the establishment of an eighth compulsory school year. There followed in 1900 the establishment of working class and the labor schools, forerunner of today's vocational schools. Shortly after the work schools have been equipped with workshops and school garden. The work of education has established itself as a term for today as action orientation revivals of past teaching principle.
His basic ideas he put 1901 in the civic education of the German youth is, which he won the first prize in a competition of the Erfurt Academy: "What is our male youth of discharge from the elementary school until entering military service most appropriate bourgeois for the to educate society? "A new vocational school youth should protect them from moral decay on the road and through education to vocational training and " help refine the entire state of citizenship education " with political citizenship education and health education as well as gymnastics and hiking. The requirement of a political education for all was new. The more conservative educational goals were diligent in industriousness and unconditional obedience. For Kerschensteinerschule this " Memorandum " continuation school (or later vocational school) meant to contribute to the solution of the social question. In Munich, he redesigned the school system and found many imitators at home and abroad.
Since 1918 he taught as an honorary professor of education at the University of Munich and received numerous honors and at the age calls from home and abroad. In 1920 he took part in the kingdom of upperclassmen and was there counterparty of Hugo Gaudig, particularly in the dispute over the proper alignment of labor education. In the same year he became a full professor in Munich and published in 1921 a work on teacher training The soul of the educator. It will follow the theory of education ( 1926) and the theory of classroom management ( posthumously, 1933).
Kerschensteinerschule distinguished himself as didactics teaching of art and published in 1905 The development of drawing talent after analysis of about three hundred thousand children's drawings.
Politician
From 1912 to 1919 Kerschensteinerschule member of the Reichstag for the Progressive People's Party (later German Democratic Party). In World War I he was a strong nationalist position. In Munich November Revolution of 1918, he was severely threatened.
Honors
Matter of concern
It is essential for Kerschensteinerschule - like Pestalozzi and John Dewey - to teach the children more desire and ability instead of knowledge and wealth to promote contemplation and self-activity instead of passive instruction in childhood and adolescence. " The essence of man at this time is work, work, work, Try, Learn, Experience, to learn without ceasing in the medium of reality. " (In: The school of the future a working school p. 27f. ). Spontaneity and manual do part of the educational work. Kerschensteinerschule set up alongside the introduction of kindgemäßem physics and chemistry class wood and metal workshops, school kitchens and school gardens. According to him, must be manually educational work, practically and spiritually influenced at the same time.
As a proponent of self- assessment of students' achievements, he suggests that each student must find a verdict for themselves. His vision was in education, which he understood both as character education and education for citizenship, this can be realized, in its opinion, including through career education.
Writings
- The civic education of the German youth. 1901 ( 10 and multiple changeable. Editions until 1931)
- Basic issues of school organization. 1907
- Concept of labor school. 1912; University Press, Darmstadt 2002, ISBN 3-534-15195- X
- Character concept and character education. 1912
- The nature and value of science education. 1914
- The basic axiom of the educational process and its implications for school organization. 1917; Dieck, Heinberg 1999, ISBN 3-88852-406-7
- The soul of the educator and the problem of teacher education. 1921
- Authority and freedom than educational principles. ( = Decisive school reform issue 28 ), Ernst Oldenburg Verlag, Leipzig 1924
- Theory of education. 1926
- Pedagogy of presence in self-presentation, 1st 1926
- Texts on the educational concept of work and school to work. Schöningh, Paderborn 1982, ISBN 3-506-78327-0