Jean-Pol Martin

Jean-Pol Martin ( born April 10, 1943 in Paris ) is a German educationalist and methodologists.

Life

Jean-Pol Martin was born on 10 April 1943 in Paris, where he attended the Lycée Claude Bernard. From 1965 to 1969 he studied German at the Universität_Paris - Nanterre. There he witnessed the beginning of the 1968 student riots, which influenced his thinking and acting sustainably. From 1971 to 1975 he studied Romance languages ​​and German in Erlangen. After the clerkship, he was a teacher of French and German at secondary school Hoechstadt / Aisch ( francs). Martin from 1980 to 2008 French didactics at the Catholic University of Eichstätt- Ingolstadt. His doctorate, he put 1985 in Giessen with the theme to build didactic part of the student's skills from. In 1994 he completed his habilitation in Eichstätt with the subject of a proposal anthropologically justified curriculum for the teaching of foreign languages ​​. In 2000 he was appointed extraordinary professor. In July 2008, Martin retired.

Work focuses on

In addition to the publication of several textbooks Martin was behind the educational concept learning by teaching ( LdL ), with whom he mainly dealt 1981-2008 and achieved at schools and universities student achievement through strong private participation of the learners. To spread this method he founded in 1987, the LdL contact network for teacher training, comprised of about 500 colleagues at the time. Forschungsmethodologisch can Martin fit into the field of action research. His work is continued by Joachim Grzega.

Following the emergence and spread of the Internet, he developed from 2000, the key qualification module "Internet and project competence ", which encourages students to collaborative knowledge construction and guides. He also developed the corresponding theory of the Internet as the brain, in which people act as neurons and generate knowledge as emergence in the context of intensive, virtual interactions. Since his retirement, Martin dedicated to the philosophy with which he sets out in accordance with the principle of " learning by teaching " teaching trusts. He also strives to establish in his environment " glückgenerierende structures " and spread.

Writings

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