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# System prepended metadata

title: Pädagogik

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# Pädagogik

**Why you ask**
>In truth, for him who has an exact knowledge of the educators of past centuries, the work of constructing a system of education is more than half done. It remains only to co-ordinate the scattered truths which have been collected from their works by assimilating them through personal reflection, and by making them fruitful through psychological analysis and moral faith.

Compayré, 1889, p. 18

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_Literatur_
[The History of Pedagogy by Gabriel Compayré](https://www.gutenberg.org/ebooks/62376)
[The Montessori Method by Maria Montessori](https://www.gutenberg.org/ebooks/39863)
[Kant on Education (über Pädagogik)](https://oll.libertyfund.org/title/davids-kant-on-education-uber-padagogik)
[Outlines of Educational Doctrine by Johann Friedrich Herbart](https://www.gutenberg.org/ebooks/44905)

## Begrifflichkeiten

### Pädagogik und Wissenschaft der Pädagogik
>It seems mere squeamishness to object to the use of the word _Pedagogy_ on account of historical associations. The fact that this term is in reputable use in German, French, and Italian educational literature, is a sufficient guaranty that we may use it without danger. With us, the term _Pedagogics_ seems to be employed as a synonym for _Pedagogy_. It would seem to me better to follow contentintal usage, and restrict the _Pedagogy_ to **the art or practice of education**, and _Pedagogics_ to the correlative science. (Payne, 1886, p.8)

>Pedagogics as a science is based on ethics and psychology. The former points out the goal of education; the latter the way, the means, and the obstacles. (Hebart, 1904, p.20)


### Pädagogik und Bildung
Wie definiert man bzw. hält die Felder und Konzepte getrennt :question: 
> Pedagogy and education, like logic and science, or like rhetoric and eloquence, are different though analogous things. (Compayré, 1889, p.10)

>The plasticity, or educability, of the pupil is the fundamental postulate of pedagogics. (Hebart, 1904, p.19)

Bildung als _großes_ Konzept :question: 
>In fact, there is not only an education, properly so called, that which is given in schools and which proceeds from the direct action of teachers, but there is a natural education, which we receive without our knowledge or will, through the influence of the social environment in which we live. (Compayré, 1889, p.10)

>In this more limited sense, education is reduced to the premeditated action which the will of one man exercises over other men in order to instruct them and train them. It is the reflective auxiliary of the natural development of the human soul.[^1] (Compayré, 1889, p.11)

Konzepte, die ebenfalls einen Platz haben bzw. bekommen :exclamation: 
>This activity is due to the fact, first of all, that educational questions, brought **into fresh notice with each generation**, exercise over the minds of men an irresistible and perennial attraction; and also to **the fact that parenthood** inspires a taste for such inquiries, and, a thing that is not always fortunate, **leads to the assumption of some competence in such matters**; and finally to the very nature of educational problems, which are not to be solved by abstract and independent reasoning, after the fashion of mathematical problems, but which, vitally related to the nature and the destiny of man, **change and vary with the fluctuations of the psychological and the moral doctrines of which they are but the consequences.** (Compayré, 1898, p.12)

_Bildung_ als eigenes rahmengebendes Konzept, aufteilbar in drei Teile (Compayré, 1889, p.15):
* Physical Education
* Intellectual Education
* Moral Education

## Zusammensetzung der Pädagogik
### Doktrinen im geschichtlichen Kontext (ihrer Entwicklung)

>In the first place, the history of pedagogy possesses great interest from the fact that it is closely connected with the general history of thought and also with philosophic explication of human actions. Certainly, pedagogical doctrines are neither fortuitous opinions nor events with significance. On the one hand, **they have their causes and their principles in moral, religious, and political beliefs,** of which they are the faithful image; on the other, **they are instrumental in the training of the mind and in the formation of manners**. (Compayré, 1889, p.16)
>


### Teil politischer Bildung
>This is due to the fact, first, that under a liberal government, and in a republican society, it is more and more necessary that the citizens shall be instructed and enlightend. Liberty is a dangerous thing unless it has instruction for a counterpoise. (Compayré, 1889, p.20)

##  :classical_building: 
| Kultur                                                        	| Sozial                                    	| Gesellschaft                                  	| Instruktion                                                         	| Lehrkraft                       	|
|---------------------------------------------------------------	|-------------------------------------------	|-----------------------------------------------	|---------------------------------------------------------------------	|---------------------------------	|
| Bildung an der freien Luft (Regen oder unter einem Baum) [^4]       	| Nach Geburt, beginnt Bildung durch Eltern [^2] 	| Entwicklung von sozialem und religiösem Druck [^3] 	| Nutzung der natürlich Umgebung [^4]                                               	| (religiöser) Respekt [^6]            	|
| Moralbildung basierend auf der religiösen Charta (des Landes) [^9] 	| Eltern primär verantwortlich für Bildung [^7]  [^8]	| Empowerment[^12] [^13] [^14] [^16][^17]                                 	| Entwicklung von Kompetenzen (bzw. Modalitäten) [^5]                      	| Menschen mit (Lebens-)Erfahrung [^10] 	|
| Physische und moralische Perfektion[^15]                           	|                                           	| Public vs. Common vs. Private [^18]                 	| Fokus auf korrekte Aussprache, Wiederholung der Erklärungen[^11]         	|                                 	|
| Entwicklung von Tugenden und Werten[^15]                           	|                                           	|                                               	| Sokratische Methode ("Reflexionsfähigkeiten", ev. "Theory of Mind") 	|                                 	|


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[^1]: To what can be done by nature and by the blind and fatal influences which sport with human destiny, education adds the concurrence of art, that is, of the reason, attentive and self-possessed, which voluntarily and consciously applies the training of the soul principles whose truth has been recognized, and methods whose efficiency has been tested by experience.
[^2]: Doubtless from the day when a human family began its existence, from the day when a father and a mother began to love their children, education has an existense. But there is very little practical interest in studying these obscure beginnings of pedagogy. It is a matter of erudition and curiosity.
[^3]: While the ideal of our modern societies is more and more to enfranchise the individual, and to create for him personal freedom and self-consciousness, the effort of the Hindoo Brahmins consisted above all in crushing out all spontaneity, in abolishing individual predilections, by preaching the doctrine of absolute self-renunciation, of voluntary abasement, and of contempt for life.
[^4]: schools which were weld in the open country under the shade of trees, or, in case of bad weather, under sheds.
[^5]: Exercises in writing were performed first upon the sand with a stick, then upon palm leaves with an iron style, and finally upon the dry leaves of the plane-tree with ink.
[^6]: The teacher, moreover, was treated with a religious respect; the child must respect him as he would Buddha himself.
[^7]: During the whole Biblical period there is no trace of public schools, at least for young children. Family life is the origin of that primitive society where the notion of the state is almost unknown, and where God ist the real king. The child was to become a faithful servant of Jehovah. To this end it was not needful that he should be learned. 
[^8]: It was only necessary that he should learn through language and the instructive example of parents and the moral precepts and the religious beliefs of the nation. 
[^9]: In a word, intellectual culture was but an incident in the primitive education of the Hebrews; the great thing, in their eyes, was moral and religious instruction, and education in love of country.
[^10]: The Rabbins required that the schoolmaster should be married; they mistrusted the teachers who were not at the same time heads of families.
{...} "He who learns of young master is like a man who eats green grapes, and drinks wine fresh from the press; but he who has a master of mature years is like a man who eats ripe and delicious grapes, and drinks old wine."
[^11]: The master interspersed moral lessons with the teaching of reading. He made a special effort to secure a correct pronunciation, and multiplied his explanations in order to make sure of being understood, repeating his comments even to the _four-hundredth time_ if it were necessary. It seems that the methods were suggestive and attractive, and the discipline relatively mild.
[^12]: vgl.: Everything is regulated by tradition. Education is mechanical and formal. The preoccupation of teachers is to cause their pupils to acquire a mechanical ability, a regular and sure routine. They care more for appearances, for a decorous manner of conduct, than for a searching and profound morality. Life is but a ceremonial, minutely determined and punctually followed. There is no liberty, no glow of spontaneity. 
[^13]: In other words, it is by enlightening the people, and by an honest devotion to their interests, that one becomes worthy to govern them. 
[^14]: vgl.: Here, as in India, the priestly class monopolized the learning of the day; it jealously guarded the depository of mysterious knowledge which it communicated only to the kings. The common people, divided into working classes, which were destined from father to son to the same social status, learned scarcely more than was necessary in order to practice their hereditary trades and to be initiated into the religious beliefs.
[^15]: In the more military but less theocratic nation, the Persian, efforts were made in favor of a general education. {...} made it the duty of each man to contribute to this final victory by devoting himself to a life of virtue. Hence arose the noble efforts to attain physcial and moral perfection.
[^16]: At the age of fourteen - the age when we turn our children adrift from school, and do nothing more for them - the Persians gave their young nobles the four best masters whom they could find to teach their boys widsom, justice, temperance, and courage - wisdom including worship, justice including the duty of unswerving truthfulness through life, temperance including mastery over sensual temptations, courage including of a free mind opposed to all things coupled with guilt.
[^17]: At present, however, we regard that man as most fit for the world to come who best performs all his functions in the world that now is. Ethics must therefore be conceived to embrace an estimation of the value of a man's conduct in every department of life.
[^18]: Every child should be trained to be a useful member of civilization as it now exists. Piety alone is insufficient; it must be accompanied by honesty, industry, patriotism, public spirit. Non-social, or purely individualistic, conceptions of character as the goal of education must give way to those social ideals through which alone the highest welfare of both individual and community are to be conserved.