Enthemmung als Führungsstrategie
Transformationen der Unterrichtskultur in München an der Wende zum 20. Jahrhundert
Marcelo Caruso
Diese Publikation zitieren
Marcelo Caruso, Enthemmung als Führungsstrategie (2009), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2009 #03, S.334
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Beschreibung / Abstract
Zusammenfassung: Grenzziehung, Klassifikation, die sedative Wirkung eines geordneten Alltags, und - dadurch bedingt - Disziplin, Selbstkontrolle und Hemmung kindlicher Kräfte, zählen zu den grundlegenden Merkmalen westlicher Unterrichtskulturen. Im Laufe der Durchsetzung einer ´klassischen Moderne´ hat sich aber auch eine weitere Möglichkeit zur Ausgestaltung der Interaktionen im Unterricht konsolidiert, nämlich diejenige der partiellen Enthemmung dieser Kräfte als Grundlage für eine differenzierte Unterrichtskultur. Aus dieser Perspektive wird kindliche Spontaneität nicht mehr als Problem, sondern viel mehr als eigenständige Ressource unterrichtlicher Ordnungsentwürfe konzipiert. Zum Ende des 19. Jahrhunderts entstand eine starke Strömung innerhalb der lokalen Volksschulpolitik Münchens, welche Enthemmung als Führungsstrategie im Schulalltag favorisierte, sie mit eigens konzipierten Maßnahmen flankierte und in den Schulen ihren wachsenden Einfluss unter Beweis stellte. Die Grundlagen, lokale Wirksamkeit und historische Einordnung von ´Enthemmung´ als Strategie bilden den Gegenstand des Beitrags.
Stichwörter: Führungsstrategie, Biopolitik, Enthemmung, Schulpolitik, Unterricht
Abstract: Setting up limits, classification, the sedative effect of a well-ordered everyday life, and - caused by this - discipline, self-control and the restraint of a child´s powers are among the essential characteristics of Western teaching cultures. In the course of the emergence of a "classical modernism", however, another possibility concerning the organization of interactions in the classroom was strengthened, namely that of the partial unrestraining of these powers as a basis for a differentiated teaching culture. From this point of view, a child´s spontaneity is no longer conceived as a problem, but rather as an independent ressource for the conception of different forms of the organization of teaching. Towards the end of the 19th century, a strong trend developed within Munich´s local policy regarding schools providing basic elementary and secondary education which favored unrestraint as a strategy of guidance in everyday school life. The advocates of this policy accompanied this strategy with specifically conceived measures and proved its growing influence in schools. The fundamental principles, the local effectiveness and the historical classification of "unrestraint" as a strategy form the subject of this contribution.
Key words: Classification, self-control, discipline, teaching cultures, teaching
Stichwörter: Führungsstrategie, Biopolitik, Enthemmung, Schulpolitik, Unterricht
Abstract: Setting up limits, classification, the sedative effect of a well-ordered everyday life, and - caused by this - discipline, self-control and the restraint of a child´s powers are among the essential characteristics of Western teaching cultures. In the course of the emergence of a "classical modernism", however, another possibility concerning the organization of interactions in the classroom was strengthened, namely that of the partial unrestraining of these powers as a basis for a differentiated teaching culture. From this point of view, a child´s spontaneity is no longer conceived as a problem, but rather as an independent ressource for the conception of different forms of the organization of teaching. Towards the end of the 19th century, a strong trend developed within Munich´s local policy regarding schools providing basic elementary and secondary education which favored unrestraint as a strategy of guidance in everyday school life. The advocates of this policy accompanied this strategy with specifically conceived measures and proved its growing influence in schools. The fundamental principles, the local effectiveness and the historical classification of "unrestraint" as a strategy form the subject of this contribution.
Key words: Classification, self-control, discipline, teaching cultures, teaching