Mathetics

The Mathetik is the science of learning.

The word " Mathetik ", from the ancient Greek μάθησις mathesis ' learning ' to μανθάνω manthanō ' I learn, understand ' and μάθημα mathematical ' learned ', refers to "learn" on both as a process and a sudden realization gain with the similar already used by Plato importance. In their conception, the Mathetik goes back to the originating from the eastern Moravia Jan Amos Comenius ( = Johann Amos Comenius, 1592-1670 ), the didactics designated in his Didactica magna as " teaching art" and the Mathetik as a "learning art." Thus, the Mathetik oriented receiver based on the learner, while the teaching transmitter obtained from teachers emanates.

In its basic meaning Mathetik today includes every kind of learning, so the study of learning, both with and without a teacher. These can range from understanding the Mathetik as "technology " to the emphasis on a " humane " or " brain -friendly " orientation of learning to the needs of the learner. Find the confirmation in the critical pedagogy - or criticism of teaching - the knowledge gained Mathetik also by modern neuroscience, are not their research results with traditional practices of imparting knowledge in schools and vocational partly consistent.

Mathetik in school education

The concept of Mathetik was almost forgotten until Hartmut von Hentig has got it in 1983 in a report for the Independent School Frankfurt again out of the woodwork. " Mathetik is a necessary correction of the thoughtless absolutist principle of didactics. Geschähe that learning to instruction" (from Hentig, 1985).

Mathetik regarded school learning from the perspective of the student and characterizes the relationship between teacher and learner, symmetrical 'and' structures of domination '. This means that students and teachers are on one level. The teacher is not 'Lord' of the learner, but learning consultant and helping educators.

Mathetik - understood as a counterpoint to ( teacher -oriented ) Didactics - closes the individualized instructional progression from the " preoperational " about " specific " to the formal surgery ' a. She puts in the learning goal - oriented didactics ' stressed dedicated evaluation to the effect that a precise, objective learning control ' is often not possible and useful.

Mathetik implies that constructivist ' understanding of learning, which sees this as an active, self-organizing ( autopoietic ) process, in which each own realities ' of the individual, constructed from this ' be ( constructivism).

Mathetik refers beyond a the holistic ' view of the student with. It engages in the present context of different loaded term, holistic approach ' to the wholeness theory back, which can be understood in terms of a humanistic personality theory. She sees every action of man in relation to his overall personality and recognizes all the experience he does with himself and his environment, as a comprehensive experience and inclusive interaction.

In summary, the talk over ideas for a Mathetik for example, against a mechanized preparation of lessons and against a teacher centered, Pulling ' of teaching on students. It postulates always make a change of perspective and the conscious, structured lessons in the classroom is always new, holistic ' from learning of the student from look at that - as mentioned - constructivist ' coined appears. It follows for the teacher to undertake a relativistic point of view and to be invited to an attitude which always makes its own assessments in question. As a consequence, this means to view teaching primarily as a structured, comprehensive range of learners, which runs not only on the content, but also on the relationship level. Thus, it includes both the learning itself and on the other hand speaks to not only the cognitive, but also emotion, motivation and volition ( will) of the learner.

Critics of the concept Mathetik point out that here is a counter-position to a very restricted understanding is built up of didactics artificial. The arguments put forward under the slogan considerations are therefore always been a central part of theories and models of teaching and also include new and therefore no specific research direction of current education and teaching-learning research.

Mathetik in professional development

When standing in professional life learners a stronger initiative is assumed to be at school learning. For an efficient transfer of knowledge in the profession would therefore be expected that in-house knowledge, customer training and example, the design of manuals and instructions for use are based primarily on the needs of internal and external customers. Nevertheless, the concept of Mathetik in the area of ​​professional development is largely unknown.