„Natürliches Wachstum“ in einer bedrohlichen Welt – der Monte Verità als Inkubationsraum eines neuen Erzieherbildes

Q3 Arts and Humanities
Vedoucí redaktor, prof. PhDr. Tomáš Kasper, PhDr. Markéta Pánková, Beate Klepper
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引用次数: 7

Abstract

In the early years of the 20th century a small community or colony on Monte Verità near Ascona at the Lago Maggiore became refuge and encounter for different representatives of the Lebensreform. Main issues culminated here, and here the representatives conflicted with each other. Controversial response proposals uncovered the fundamental divergencies of a naturalistic world view. Thus, Monte Verità spotlights pedagogical problems in the context of Lebensreform and Reformpädagogik. Based on the writings of the respective protagonists and their environment, and referring to repeated visits to the Monte Verità, we propose a reflection of its development and central motives and deconstruct critically the understanding of the child and the new conception of the educator on the ‘Mount of Truth’. Ida Hofmann, as one of the main founders, individualist, and naturalist Gusto Gräser and the psychoanalyst and anarchist Otto Gross shaped essentially Monte Verità and formulated the motives that still nowadays keep floating like a will-o’-the-wisp in the models of Reformpädagogik. Education is always tempted to ‘tame’ contingent structures, to anticipate an uncertain future and to define clearly the role of the educator. Frequently teleological suppositions sneak into the educational praxis and confer the present action an image of validity and offer the educator tranquilizing certainties. Monte Verità represents a clear example for this. To understand pedagogical thinking as focusing on growth with open results, therefore guided by an anthropological perspective, requires a clear decision for continued questioning of subtle basic presuppositions. Instead of mental certainties, the search for always new, concrete, child-centered educational action, in short, an education that parts “from the Child”.
“自然增长”的世界中,在Monte Verità作为新的Inkubationsraum Erzieherbildes
20世纪初,马焦雷湖阿斯科纳附近的蒙特韦里塔(Monte Verità)上的一个小社区或殖民地成为莱本改革派不同代表的避难所和聚会场所。主要问题在这里达到了顶点,代表们在这里相互冲突。有争议的回应方案揭示了自然主义世界观的根本分歧。因此,Monte Verità突出了Lebensreform和Reformapädagogik背景下的教学问题。基于各自主人公的作品和他们所处的环境,并参考对Monte Verità的反复访问,我们提出了对其发展和中心动机的反思,并批判性地解构了对儿童的理解和教育者在“真理之山”上的新概念。Ida Hofmann,作为主要创始人之一,个人主义者和自然主义者Gusto Gräser,以及精神分析学家和无政府主义者Otto Gross,基本上塑造了Monte Verità,并制定了至今仍像改革派模型中的一缕意志一样漂浮的动机。教育总是试图“驯服”偶然结构,预测不确定的未来,并明确定义教育者的角色。目的论假设经常潜入教育实践,赋予当前行动一种有效性的形象,并为教育者提供平静的确定性。Monte Verità就是一个明显的例子。因此,要将教育学思维理解为以开放的结果关注成长,需要对微妙的基本假设进行明确的质疑。寻求始终新的、具体的、以儿童为中心的教育行动,而不是心理上的确定性,简而言之,是一种与“儿童”分离的教育。
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来源期刊
CiteScore
0.30
自引率
0.00%
发文量
8
审稿时长
18 weeks
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