Literaturnachweis - Detailanzeige
| Autor/in | Hellwig, Karlheinz |
|---|---|
| Titel | Die Einflüsse der Kunsterziehungsbewegung und der Arbeitsschulbewegung auf die Fremdsprachendidaktik in den 20er Jahren des 20. Jahrhunderts. Erzieherische Ambivalenz? |
| Quelle | In: Zeitschrift für Fremdsprachenforschung, 13 (2002) 2, S. 81-107 |
| Beigaben | Literaturangaben |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0939-7299 |
| Schlagwörter | Reformpädagogik; Erziehungswissenschaft; Deutschland; Fremdsprachenunterricht; Schule; Didaktik; Kunst; Reformpädagogik; Schule; Didaktik; Fremdsprachenunterricht; Kunst; Übersicht; Deutschland |
| Abstract | In the context of pedagogical reforms and their impact on the theory and practice of foreign language education in Germany during the late 1920s, the article discusses two influences: "die Kunsterziehungsbewegung" and "Arbeitsschulbewegung". The discussion covers the socio-cultural and pedagogical background, the curricular reform for grammar schools in Prussia and Germany (1924) and, in particular, publications about foreign language education which recommend pictorial art and learner activation, as well as teaching material (a collection of paintings, etc. and a textbook). The curricular reform strongly demanded the application of pictorial art and special methods to activate the mental faculties of the learners ("Arbeitsschutzprinzip"), but placed those innovations under the dominant principle of "Kultur-" and "Wesenskunde". "Kulturkunde" in teaching was meant to inform the learners about the national essence - mirrored in the target languages and their cultural manifestations - but, in the end, national essence was interpreted in terms of the similarities and even identities with Germanic culture. If the pedagogical reforms were not - in themselves - ambivalent, i.e. more or less positive and negative, in their educational influences, they finally turned out to be negatively effective in their ambivalence under that nationalistic and ethnocentric guiding principle. The analyses of the publications draw rather a differentiated picture of how the reform was received up until 1933. There are some authors who critically and successfully rejected educational ambivalence whereas others eagerly accepted it, in particular in connection with literary education. The "Arbeitsschulbewegung", which concentrated on methodological improvement, proved to be less prone to national chauvinism, so that it became influential again soon after 1945. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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