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.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Definitional approaches to the concept of black pedagogy
- Definitional approach according to Katharina Rutschky
- Definitional approach to Alice Miller
- Further definitional approaches
- Own definition
- Historical development of black pedagogy
- Development
- Representatives of black pedagogy
- Dr. Daniel Gottlob Moritz Schreber
- Johanna Haarer
- Fundamentals of black pedagogy
- Image of man
- The image of the adult
- The image of the child
- The image of the educator
- Summary and conclusion
- Goals of black pedagogy
- Subordination among adults
- Education in civic virtues
- Order
- Gratitude
- Honesty
- Obedience
- Diligence
- Modesty
- Chastity
- The conditioning to the non-memorization of the children
- Summary and conclusion
- Methods in black pedagogy
- Physical violence
- Deterrence and anxiety
- Lies
- Punishment and reward
- Denial of basic needs and hardening
- Deprivation of love
- Manipulation
- Control and exercise of power
- Humiliation
- Summary and conclusion
- Consequences of black pedagogy
- Alternatives to black pedagogy
- "White pedagogy"
- Anti-pedagogy
- Reform pedagogy
- Conclusion and outlook
- Summary of work
- Black pedagogy from the perspective of the present
- Conclusion
- Outlook
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This work examines black pedagogy from a historical perspective, focusing on its goals and methods. The primary objective is to explore the concept of black pedagogy, its historical development, and its relevance in contemporary discourse. The work investigates the suitability and timeliness of the term "black pedagogy" when discussing historical events and educational ideals. Key themes explored in this work include:- Defining black pedagogy
- Historical development and its key representatives
- Goals and methods of black pedagogy
- Consequences of black pedagogy
- Alternatives to black pedagogy
Zusammenfassung der Kapitel (Chapter Summaries)
The initial chapter delves into the definitional approach to the concept of black pedagogy, starting with Katharina Rutschky's introduction of the term and its implications. It explores the definitional approach according to Alice Miller, as well as other perspectives on the concept. The chapter concludes with a comprehensive definition of black pedagogy.Chapter 3 focuses on the historical development of black pedagogy, examining its evolution and key figures. It introduces Dr. Daniel Gottlob Moritz Schreber and Johanna Haarer as prominent representatives of this pedagogical approach. Additionally, the chapter outlines the foundational principles underlying black pedagogy.
The fourth chapter presents the image of man prevalent in black pedagogy, focusing on its portrayal of adults, children, and educators. It analyzes the underlying beliefs about human nature and their impact on educational practices.
Chapter 5 delves into the goals of black pedagogy. It examines the concept of subordination among adults and explores the emphasis on educating children in civic virtues such as order, gratitude, honesty, obedience, diligence, modesty, and chastity. The chapter also discusses the conditioning of children towards non-memorization.
The sixth chapter explores various methods employed in black pedagogy. It examines the use of physical violence, deterrence, anxiety, lies, punishment and reward systems, denial of basic needs, deprivation of love, manipulation, control, and humiliation. This chapter aims to provide a detailed account of the techniques used to achieve the goals of black pedagogy.
Schlüsselwörter (Keywords)
The main keywords and focus topics of this work include black pedagogy, historical development, goals, methods, consequences, alternatives, Katharina Rutschky, Alice Miller, Dr. Daniel Gottlob Moritz Schreber, Johanna Haarer, image of man, education, civic virtues, subordination, control, manipulation, humiliation, and its topicality in contemporary discourse.- Citation du texte
- Juliane Kühn (Auteur), 2012, Goals and Methods in Black Pedagogy, Munich, GRIN Verlag, https://www.grin.com/document/1177347
