In this work, the so-called black pedagogy is addressed from a historical perspective. The focus is particularly on the goals of black pedagogy and the methods used to achieve these goals. The interest guiding knowledge also includes the question of the concept of black pedagogy. To what extent is it appropriate and up-to-date? Can the term be used when talking about historical events and educational ideals? The knowledge-guiding interest is pursued through the intensive discussion of the source texts and the question of the topicality of the topic.
The consideration of the topic is limited to the 16th/17th century until about 1950 in Germany. The focus is on the 18th and 19th centuries and above all on the age of enlightenment. For this reason, source texts from this period were primarily edited. The topics of home education and abuse of children, on the other hand, were left out, as they go beyond the topic.
The work begins with a definitional approach from different perspectives, since the understanding of concepts is an important prerequisite for the further understanding of the work. Afterwards, the historical development is described in detail and two educators are introduced, who are considered representatives of black pedagogy. Furthermore, basics are presented, which were invoked in black pedagogy. Afterwards, the image of man is presented, which prevailed in black pedagogy. The main part of the work is the elaboration of the goals that black pedagogy pursues and the methods by which the goals should be implemented. Finally, possible consequences are described, alternatives to black pedagogy are named and the topicality of the topic is considered. In the outlook, it will be critically discussed to what extent the term black pedagogy can be used.
Table of Contents
1. Introduction
2. Definitional approaches to the concept of black pedagogy
2.1. Definitional approach according to Katharina Rutschky
2.2. Definitional approach to Alice Miller
2.3. Further definitional approaches
2.4. Own definition
3. Historical development of black pedagogy
3.1. Development
3.2. Representatives of black pedagogy
3.2.1. Dr. Daniel Gottlob Moritz Schreber
3.2.2. Johanna Haarer
3.3. Fundamentals of black pedagogy
4. Image of man
4.1. The image of the adult
4.2. The image of the child
4.3. The image of the educator
4.4. Summary and conclusion
5. Goals of black pedagogy
5.1. Subordination among adults
5.2. Education in civic virtues
5.2.1. Order
5.2.2. Gratitude
5.2.3. Honesty
5.2.4. Obedience
5.2.5. Diligence
5.2.6. Modesty
5.2.7. Chastity
5.3. The conditioning to the non-memorization of the children
5.4. Summary and conclusion
6. Methods in black pedagogy
6.1. Physical violence
6.2. Deterrence and anxiety
6.3. Lies
6.4. Punishment and reward
6.5. Denial of basic needs and hardening
6.6. Deprivation of love
6.7. Manipulation
6.8. Control and exercise of power
6.9. Humiliation
6.10. Summary and conclusion
7. Consequences of black pedagogy
8. Alternatives to black pedagogy
8.1. "White pedagogy"
8.2. Anti-pedagogy
8.3. Reform pedagogy
9. Conclusion and outlook
9.1. Summary of work
9.2. Black pedagogy from the perspective of the present
9.3. Conclusion
9.4 Outlook
10. Bibliography
Objective & Topics
This work aims to examine the historical concept of "black pedagogy" by analyzing its goals, methods, and implications for child development, while critically evaluating its contemporary relevance and the potential for alternative educational approaches.
- Historical perspective on black pedagogy and its origin in German educational practices.
- Analysis of specific educational goals, such as the enforcement of bourgeois virtues and child subordination.
- Investigation of systematic methods used to break the child's will, including physical violence, emotional manipulation, and denial of needs.
- Evaluation of the long-term psychological and physical consequences for children subjected to these methods.
- Discussion of alternatives and the evolving understanding of child-centered education.
Excerpt from the book
6.1. Physical violence
Physical violence was a common method in black pedagogy and was usually carried out in the form of punishment or to clarify a point of view or a request. "The pedagogical blow is an energetic action to accompany the word and strengthen its effect" (Schmid, 1887, p. 433). Education for civic virtues and values was, as already described in the chapter on goals, one of the top priorities in the education of a child. In order to achieve these educational purposes, the use of force was legitimate (cf. Miller, 1983, p. 85). Another reason for the necessity of physical violence is sin, which was deeply rooted in man through original sin, and must be punished by divine decrees: "Corporalization has [...] an authority deep in the nature of man; it is rooted in divine education, which has stapled evil as a natural consequence of sin and still attaches it" (Schmid, 1887, p. 435). The parents or educators thus fulfilled a God-given mission by punishing the children and were thus obliged to chastisement. In order to prevent poor development, the children were beaten. By causing the pain, an attempt is made to "keep the child from evil forever" (Fürst, 1957, p. 98). Violence should therefore support the education of the child to be a decent person.
Chapter Summaries
1. Introduction: The work introduces black pedagogy as a historical educational phenomenon in Germany, focusing on its goals and methods, while limiting the scope to the 17th century through 1950.
2. Definitional approaches to the concept of black pedagogy: This chapter explores various definitions provided by scholars like Katharina Rutschky and Alice Miller, culminating in the author's own working definition of the term.
3. Historical development of black pedagogy: An overview of the history of childhood and the emergence of specific educators who epitomized the ideals and practices associated with black pedagogy.
4. Image of man: Examines the underlying philosophical and behavioral assumptions about adults, children, and educators that justified the use of oppressive pedagogical measures.
5. Goals of black pedagogy: Details the primary objectives, such as unconditional subordination and the cultivation of bourgeois virtues like order, obedience, and modesty.
6. Methods in black pedagogy: Describes the specific techniques employed to implement educational goals, ranging from physical violence to psychological manipulation and deprivation of love.
7. Consequences of black pedagogy: Analyzes the lasting impact of these harsh upbringing methods on the physical and psychological well-being of individuals throughout their lives.
8. Alternatives to black pedagogy: Explores potential alternatives like "white pedagogy," anti-pedagogy, and reform pedagogy as reactions against traditional authoritarian methods.
9. Conclusion and outlook: Summarizes the findings and critically reflects on whether the term "black pedagogy" remains applicable to contemporary education.
10. Bibliography: A list of the primary and secondary sources utilized for the research and analysis.
Keywords
Black pedagogy, child development, authoritarian education, bourgeois virtues, Alice Miller, Katharina Rutschky, corporal punishment, subordination, pedagogical methods, psychological violence, history of childhood, obedience, conditioning, socialization, child abuse.
Frequently Asked Questions
What is the core subject of this publication?
This work examines the concept of "black pedagogy," a historical form of upbringing in Germany characterized by the use of rigid, often oppressive methods to enforce obedience and bourgeois moral values in children.
What are the primary thematic areas covered?
The work covers the historical development of childhood, the theoretical justifications for parental authority, specific bourgeois virtues (like diligence and chastity), and the various methods used to shape a child's character.
What is the central research question?
The primary goal is to analyze the goals and methods of black pedagogy from a historical perspective and to investigate whether the term is still appropriate or useful for evaluating contemporary educational practices.
Which scientific methods are applied?
The author uses historical analysis, literature review, and the synthesis of pedagogical, psychological, and psychoanalytical theories to interpret source texts from the 18th to the early 20th century.
What topics are discussed in the main part?
The main part elaborates on the image of man, the subordination of the child, the indoctrination of civic virtues, and the specific punitive methods—such as physical violence and emotional manipulation—used to achieve these goals.
Which keywords define this work?
The most important keywords include black pedagogy, authoritarian education, child subordination, bourgeois virtues, physical punishment, emotional manipulation, and child development.
How does the author interpret the role of the educator?
In black pedagogy, the educator is viewed as a person of absolute authority and moral rectitude, tasked with the "duty" to suppress a child's natural urges and shape their character according to societal norms.
What significance is given to the "conditioning for non-memorization"?
It is highlighted as a critical psychological tactic, intended to make children forget or repress the trauma of their upbringing, thereby ensuring they remain loyal to their "benefactor" parents and continue the cycle of abuse.
What is the "Kaspar-Hauser-effect"?
Referenced in the context of Friedrich Koch, it describes a self-fulfilling prophecy in education where an educator's suspicious expectations of a student eventually cause the student to exhibit the very negative behaviors the teacher suspected.
What is the relationship between black pedagogy and the Third Reich?
The author uses the Third Reich as a case study, suggesting that the strict, authoritarian upbringing practices of the era created individuals who were primed to subordinate themselves to ideological father figures and systemic control.
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- Juliane Kühn (Autor:in), 2012, Goals and Methods in Black Pedagogy, München, GRIN Verlag, https://www.grin.com/document/1177347
