Der romantische Kindheitsmythos und seine Kontinuitäten in der Pädagogik und in der Kindheitsforschung

Der Beitrag diskutiert aus der Perspektive historischer Sozialisationsforschung gegenw?rtige Bilder vom Kind. Er skizziert die Grundzüge des romantischen Kindheitsmythos um 1800 und analysiert seine Kontinuit?ten in der P?dagogik um 1900 und an der Wende zum 21. Jahrhundert. Er zeigt, dass sowohl dem aktuellen Bestseller von Elschenbroich „Das Weltwissen der Siebenj?hrigen“ (2001), als auch Positionen der zeitgen?ssischen Kindheitsforschung durchaus romantische Elemente zugrunde liegen. Kritisch befragt werden in diesem Zusammenhang sowohl das Konzept der „Selbstsozialisation“, als auch die Annahme vom Verschwinden der Differenz zwischen Kindern und Erwachsenen. Der Beitrag endet mit einem Fazit, in dem Gründe für die Attraktivit?t des Kindheitsmythos aufgeführt sowie Forschungsfragen und -probleme er?rtert werden.     

Pädagogik und Eugenik im “rassenhygienischen” Diskurs vor 1933

Eugenic dreams of re‐making people have taken on a new reality against the background of scientific and technological developments in modern genetics. Thus, it seems all the more important to recall the historical experience with the concept of “Rassenhygiene” in the early 20th century and during the Nazi period in Germany. The central ideas that the Nazis tried to implement, had already been formulated by the German eugenic movement before 1933: eugenic perfection combined with “völkisch” and racial purity. This movement and these ideas spread to the educational discourse. Eugenic or “rassenhygienisch” concepts of education were intended to spread eugenic knowledge, to foster a new eugenic ethic, and to instil a new selective attitude in sexual choice. In addition, structural reforms of educational systems were sought in the direction of intensified selectivity, especially of groups and individuals supposed to be not worth living.     

„Vom Nutzen und Vorteil der Historien für das Leben. “Vorreden und Einleitungen zu deutschen Geschichten der Pädagogik des 19. Jahrhunderts

Wie die historiographische Forschung gezeigt hat, lassen sich die deutschen Geschichten der Pädagogik des 19. Jahrhunderts durch die Elemente ?Personalismus“, ?Eklektizismus“, ?Kanonisierung“ und ?Nationalismus“ kennzeichnen. Ausgehend von diesem Befund wird an den besonders und von alters her programmatischen Einleitungen untersucht, wie die Geschichten der Bildung des 19. Jahrhunderts sich selbst rechtfertigen: Was heißt und zu welchem Ende studiert man überhaupt die Geschichte der Pädagogik? Welche ?Selbstwahrnehmung“ lassen die Vorreden zu den Geschichten der Bildung des 19. Jahrhunderts erkennen?     

Disparitäten der Bildungsbeteiligung und des Kompetenzerwerbs

Zusammenfassung Herkunftsbedingte Unterschiede der Bildungsbeteiligung und des Kompetenzerwerbs stellen einen Untersuchungsschwerpunkt in der Pisa-Studie dar. In der Bundesrepublik war ein besonders enger Zusammenhang zwischen Strukturmerkmalen famili?rer Lebensverh?ltnisse (sozio?konomischer Status, Bildungsniveau, Migrationstatus), Bildungsbeteiligung und Kompetenzerwerb nachweisbar. Ziel des Beitrags ist es, auf Grundlage der Daten der nationalen Erweiterung von PISA die disparit?tserzeugenden Effekte famili?rer Strukturmerkmale durch Prozessmerkmale famili?rer Lebensverh?ltnisse (kulturelle und kommunikative Praxis), institutionelle (Schulform) und psychologische Faktoren zu erkl?ren. Dies geschieht in zwei Schritten: Zun?chst wird mit Hilfe von Strukturgleichungsmodellen gezeigt, dass die Effekte von famili?ren Strukturmerkmalen überwiegend durch die kulturelle Praxis von Familien vermittelt sind. In einer sequentiellen Berechnung von Regressionsmodellen ergeben sich sodann deutliche Hinweise darauf, dass die Wirkung famili?rer Struktur- und Prozessmerkmale im Wesentlichen über individuelle F?higkeits- und Motivationsunterschiede (kognitive Grundf?higkeiten, Lesegeschwindigkeit, Leseinteresse, metakognitive Lernstrategien) transportiert werden. Die psychologischen und institutionellen Vermittlungsmechanismen tragen gemeinsam, aber auch jeweils spezifisch und damit kumulativ zu sozialen Unterschieden im Kompetenzerwerb bei.

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Summary Disparities in Educational Participation and Attainment: An Institutional and Individual Mediation Model The effect of students’ social background on their educational participation and attainment is a central focus of the PISA study. For Germany, the link between structural features of the family background (socio-economic status, level of education, migration status) and educational participation and attainment was shown to be particularly strong. Drawing on data from the German national extension of the PISA study, an explanation of these disparity effects is proposed, relying on process-based features (cultural and communicative practices), institutional factors (school type) and psychological factors. This is done in a two-step approach. First, structural equation models are used to show that most effects of family background structures are mediated by families’ cultural practices. Second, sequential analyses of regression models are run, providing strong evidence to suggest that the effects of family structures and processes are essentially transmitted through individual differences in competencies and motivation (basic cognitive abilities, reading speed, interest in reading, meta-cognitive learning strategies). Psychological and institutional mediation mechanisms contribute, jointly as well as individually, and thus cumulatively, to social differences in attainment.

     

Schulreform,Pädagogik und Psychologie: Zur Geschichte des Wiener Psychologischen Instituts

The founding of the Vienna Psychological Institute in 1922 seemed to offer great opportunities for developing a disciplinary field in empirical pedagogy. Organizationally, the new institute was closely related to the Vienna Pedagogical Institute, which was the central teachers’ training college in Red Vienna and therefore the institutional centre of the socialdemocratic educational reforms. Besides their lectures at the university, Karl and Charlotte Bühler were lecturing psychology for teachers at the Pedagogical Institute. Despite their initial programmatic promise to build up an international centre of pedagogical psychology in Vienna, they and their co‐workers largely refrained from applied research in pedagogical fields during the following years. In view of the good occasions for cooperation it is surprising that contact between the research interests of the Bühler‐School and the work of the educational reformers was rare. The most important person in this context was Karl Reininger who dedicated his own social‐psychological research to the problems of group‐forming in school classes. Shortly after her arrival in Vienna, Charlotte Bühler conducted research on the reading preferences of Viennese school pupils. Getting money from the Rockefeller Foundation, she turned away from applied research and contributed substantially to elaborating a biological theory of mental development.     

Sozialpädagogik als Bildungstheorie und Bildungspolitik im Kaiserreich. Der Sozialpädagogikbegriff in der Deutschen Schule zwischen 1897 und 1914

“Deutsche Schule”, the journal of the German Association of Teachers, was an important forum for the social education debate during the German empire. The author describes this discussion, which took place between 1897 and 1914, on the basis of essays published in the “Deutsche Schule”. Central is the relation between educational task and theory. Within the generally accepted educational task of strengthening the unity of the cultural nation, this early social education debate developed into a controversial discussion over the social and sociological elements of education policy and theory.     

Friedrich Schweitzer: Pädagogik und Religion. Eine Einführung

Ohne Zusammenfassung     

Primäre und sekundäre Disparitäten des Hochschulzugangs: Erklärungsmodelle,Datengrundlagen und Entwicklungen

The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin.     

Die Geschichte des Faches Pädagogik an den österreichischen Universitäten von 1805 bis 1970

The study offers an overview of the history of pedagogics at the Austrian universities between 1895 and 1970. From its beginnings in Vienna, where the first Austrian chair for pedagogics was established in 1805, the author describes the varied development of the discipline at the universities of Vienna, Pra‐gue, Graz, Innsbruck, and Salzburg. A detailed presentation of the biographies of professors teaching at these universities is combi‐ned with a critical history of the respective educational theories they advocated. The analysis of dissertations, Habilitationsschriften (postdoctoral dissertations), and further publications shows that up until the last third of our Century pedagogics as a “science” has led a shadowy existence. An essential cause for the regrettable lack of independent educational‐science theory con‐struction was the understanding of pedagogics as a practical “teaching of the art” (\"Kunstlehre\") of education. This was also one of the reasons why pedagogics, or respectively, educational science, has for some time been rejected by the social sciences in general as an independent science in its own right.

     

‘Methode’ als Zauberwort für Schulentwicklung: die Wahrnehmung Pestalozzis im philosophischen,schulpädagogischen und bildungspolitischen Diskurs des beginnenden 19. Jahrhunderts,aufgearbeitet anhand dreier ausgewählter Beispiele

Pestalozzi’s international reputation relates closely to the ‘invention’ of his method. Until now historiography has characterized the Burgdorf and Yverdon period as the culminating point of Pestalozzi’s career as educator. This traditional approach causes a rather partial view of this period of his life. However, contextualizing primarily Pestalozzi’s correspondence leads to a new insight: his school projects are strongly connected with other private Swiss or European projects on subjects such as school development and school reform.     

Der Beitrag des Lehrers zur Internationalen Verständigung und Zusammenarbeit

Ohne Zusammenfassung     

“Wege” und “Ziele”: Starke Metaphern der Pädagogik

In 1960 Israel Scheffler analyzed “The Language of Education”. Since then not very much is written concerning this subject, especially not in the field of history of education. But first of all “education” is a historical language that is used in popular and scientific contexts. The article tries to analyze some basic terms of this historical language of education. The notion “education”–educare–itself is a sort of frozen metaphor that is all too often supposed to be a “real” or “immediate” field of experience But experience in education can only be communicated by use of the language of education.

     

Für Frieden,Völkerverständigung und Reformpädagogik. Waldus Nestler (1887 bis 1954):

The biographical sketch on Waldus Nestler (1887 to 1954) outlines the development of a nearly forgotten Leipzig pedagogue who, together with the theologians Leonhard Ragaz and Alfred Dedo Müller became an important spokesman of religious socialism. His own experience of the reality of war as a gasdefence officer led Nestler, as a Christian with a sense of responsibility, to the International League for Reconciliation. In 1919 Nestler was one of the founders of the German section of this league, the German League for Reconciliation, of which he became the secretary in 1925. On lecture tours in France, Sweden, Denmark, England, and Switzerland, as wellas in numerous German towns Nestler tried to promote peace and international understanding. From 1919 he also strove to realize his visions of reconciliation as a practising teacher at the world‐famous Gaudig School in Leipzig. A highlight of his commitment to peace pedagogy was the warning publication “Poison Gas over Germany” (Berlin 1931), a remarkable contribution to the debate on poison gas. Because of his religious‐pacifist attitude Nestler was defamed, transferred as a punishment, and demoted; this happened twice: first as a teacher on the basis of the infamous “Law for the Restoration of the Professional Civil Service” in April 1933, and later as Rector of the Gaudig School as a result of the Stalinist exclusion of progressive pedagogy which commenced in the East of Germany around 1948.

Thus his fate exemplifies the rejection of progressive pedagogy and pacifism in theyoung GDR. Today his name stands for a humanist school tradition worthy of cultivation, as well as for personal commitment in the fields of peace and progressive pedagogy.     

Der Einfluss von Bildungs- und Wirtschaftspolitik auf den Ertrag des Hochschulstudiums in 21 OECD-Ländern

Returns to Higher Education in 21 OECD Countries: The impact of economic and university policies. – We present new estimates of the private internal rate of return (IRR) to Higher Education (HE) in 21 OECD countries. In 2001 the IRR varied considerably across countries, ranging from 4 percent for women in Italy (5 percent for men in Spain) to 14 percent in Ireland. IRR are relatively homogeneous across gender. At 6¼ percent the IRR for Germany falls short of the OECD average (8½ percent). The largest contributor to benefits from HE is the educational wage premium; the largest contributor to costs is foregone income while studying. Cross-country differences in IRR are driven by differences in the wage premium (27 percent in Spain versus 91 percent in Hungary and the United States), in the duration of HE, the marginal tax rate, and direct costs of HE. We then simulate the effect of policy reforms on the IRR. An increase in tuition fees equivalent to 15 percent of average national income would reduce the IRR by 0.8 to 1.6 percentage points (Germany: 1.1 percent). Shortening the duration of studies by 10 percent and reducing the progressiveness of the income tax schedule would compensate for the fall in the IRR.     

Kompetenzmodellierung: Struktur,Konzepte und Forschungszugänge des DFG-Schwerpunktprogramms

The assessment and modeling of competencies plays a key role in optimizing educational processes and improving educational systems. The DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” which was founded in 2007, aims at promoting and coordinating the scientific efforts in this field across disciplines. The present article describes the structure, concepts and research approaches and sketches the current state of research of the priority program.