Didaktika (kritiko konstruktivna)

didaktiki model Wolfganga Klafkija ija je sredi nja kategorija pojam obrazovanja. Kl
afki razumije vezu uenja i
pouavanja kao interakcijski proces, u kojem onaj ko ui uz potporu uitelja prete no sa
mostalno usvaja spoznaje i
stjee sposobnost za suoavanje sa svojom historijsko dru tvenom zbiljom. Takvo uenje mor
a biti u sr i otkrivajueg,
odnosno razotkrivajueg i smislenog, razumijevajueg pouavanja, u koje su umetnuti ob
lici vje banja, ponavljanja itd.
Nastava pak mora
prema spomenutim pretpostavkama
biti diskurzivno pripravljena
i planirana, tj. mora doi do
suplaniranja nastave s uenicima, do zajednike kritike nastave, do nastave orijenti
rane na uenike.
Biography [edit]
His schooling was marked by Nazism. Even as a child he showed himself to be part
icularly interested in education.
Against the war, he participated in the Volkssturm. As war invalids after the wa
r he started a primary school teacher
training at the Pedagogical University in Hannover and worked until 1952 as a pe
dagogically 1948 of dedicated elementary
school teacher in Lindhorst and Ldersfeld near Hanover. There he distinguished hi
mself by his democratic style of
teaching and a lot of use for the individual pupils. He is a member of a youth m
ovement bndischen singing group since
that time.
Later, he completed a postgraduate course in Gttingen at Erich Less and in Bonn a
t Theodor Litt. He then worked as
a research assistant in Mnster and Hannover. From 1963 until his retirement in 19
92 he taught as a professor at the
Philipps University in Marburg. He has received several honorary doctorates Awar
ds, most recently in 2004
(along with Hartmut von Hentig) an honorary doctorate from the University of Kas
sel and the University of Osnabrck.
The German Society for Educational Science (DGfE) elected him honorary president
for life.
Services [Edit]
He had a strong influence especially on the education reform debate in the early
1970s and to many scientists,
the reception are his theories. For this purpose, inter alia, include the educat
ionalist Martin Wagenschein and
more than 60 doctoral students who work in different educational fields of work
and disciplines of educational
science. Although Klafki itself does not want to apply as the founder of a schoo
l, he creates through the annual
winter meeting of his former doctoral Berger a discourse framework for its diver
se conceptual approaches.
The circle of his more than 70 doctoral students, inter alia, include Karl Heinz
Arnold (University of Hildesheim),
Karl-Heinz Braun (University of Magdeburg-Stendal), Wilfried Breyvogel (Universi
ty of Essen), Georg Feuser
(University of Bremen), Gerhard Hecker (German Sport University Cologne) Wilfrie
d Hendricks (TU Berlin),
Joachim Hofmann-Gttig (Koblenz), Barbara Koch-Priewe (Bielefeld University), Astr
id Kaiser (University of Oldenburg),
Susanne Lin Klitzing (University of Marburg), Hildegard Mller-Kohlberg (Universit
y of Osnabrck), Hanno Schmitt
(University of Potsdam), Reimar Stielow (TU Braunschweig), Frauke Stbig (Universi

ty of Kassel), Heinz Stbig

(University of Marburg), Hartmut Wentzel (University Hall), Willi Wolf (Universi
ty of Marburg) and Christoph Wulf
(FU Berlin)
Together with Wolfgang Kramp (1927-1983), he has shaped the educational theory d
idactics largely based on the ideas
of humanistic pedagogy. Klafki pushed the development of the first curriculum re
form projects, worked on the revision
of the guidelines in Hessen and campaigned for the new subject Arbeitslehre. Thr
ough the management and publication
of Funkkolleg Education his critical discourse applied positions nationwide have
found spread. Klafki initiated from
1972 the Marburger Primary project where innovative Elementary concepts and comp
lex teaching projects have been
developed for social studies. Also educational policy he has taken from 1970 to
today in critical and constructive
Join developing comprehensive schools influence. Lnder such as Bremen and North R
hine-Westphalia have him
appointed to commissions for the development of training plans for the future (m
emorandum of Education Commission
NRW Future of Education - School of the Future, 1995). Since 1990 he is member o
f the Scientific Advisory Board,
which was founded by Hartmut von Hentig Bielefeld Laboratory School.
Contributions to Teaching [edit]
Klafki contribution to the teaching of great importance despite different trends
and approaches still .
His thoughts and concepts have been incorporated into various subject didactics
. He has published extensive
studies for the teaching work and contributed to the introduction of this subjec
t . In the social studies
teaching he considered to be pioneering . This represents Klafki first general e
ducational orientations on
comprehensive educational concept and does not go out of the traditional stock o
f knowledge of the respective
discipline . For him is always the formation of man and his self and co-determin
ation are important.
Klafki educational theory didactics [edit]
For educational theory didactics came Klafki after pleading with the traditional
opposition between substantive
(content of education, which are so important that students have to learn it) si
nce the 1950s, and formal
(behavior and forms of action that are important for students) education concept
s historical systematically had
explained. He tried to combine both theories by the categorical form.
Categorical Education [Edit]
Klafki examined in his dissertation the discourse history didactic thinking, but
he distinguished between substantive
and formal education as fundamentally different approaches to didactic decisions
. He analyzed this very meticulous
and pointed to the dimensions in which the approach has productive moments. He d
eveloped as an integration of these
two approaches the categorical form in which both the formal and the substantive
requirements are taken into account.
Just so, if in an educational content a representational value and also an educa
tional content is included in formal
terms, there is after Klafki sufficient explanation for the selection of this co

ntent. Not every educational content

has therefore also training content. To find out what is lehrenswert, Klafki lis
ts the following three selection
principles:
the Elementals: simple and basic facts that point beyond themselves
The fundamental: basic experiences and fundamental insights of perceiving the wo
rld
the Exemplary: the typical, the individual case, which represents a wide range o
f functional area with the
same structure.
Five didactic basic questions (didactic analysis) [edit]
Klafki requires the teacher to prepare lessons, inter alia, the answer to the qu
estion, what is the value of the
planned teaching content for students. For this Klafki has five guidelines defin
ed:
Exemplary meaning ("What can start today with the students what they have learne
d?"): In what general circumstances
that general problem suggests the specific content?
Present meaning ("What does it mean for the students today?"): How important is
the content in question in the students'
lives, how important it is to - as seen from the pedagogical point of view - hav
e in it?
Future meaning ("What is the content for the students mean tomorrow?"): What is
the significance of this issue for the
future of the students?
Structure of the content ("What is the structure of my content?"): What is the s
tructure of the (by question 2 and 3
gerckten in the specific pedagogical view) content?
Accessibility ("How do I get in there, which mnemonics are there?"): What are th
e specific cases, phenomena, situations,
experiments, in or on which the structure of the respective contents of the chil
dren of the educational levels, this
class interesting questionable accessible , understandably, can be vividly?
In 1985, still added by Klafki even a sixth point: "Erweisbarkeit and verifiabil
ity", with the remark that student
performance assessments constitute only a separately unjustifiable form of verif
ication.
Critical - constructive didactics [edit]
The educational theory approach Klafki was discussed intensively and strongly cr
iticized . The question of teaching
methodological preparation is rarely discussed with him , so critics often speak
of a " holiday didactics "
(see . Berlin model ) . Even politically - socially criticized him the '68 stude
nt movement as too conservative ,
bourgeois -oriented and the prevailing conditions stabilize . There were also so
ciological and didactic arguments
against his neck . This took Klafki in a new version of its teaching on ( now wi
th seven questions ) , the critical constructive didactics . Structurally it is because they no longer makes only in
predetermined institutional and
curricular framework proposals , but identify opportunities , design and testing
is to improve teaching and learning
processes . But it is not constructivist didactics .
Redefinition of general education [edit]
Following on Jan Amos Komensky (Comenius John) ("omnes, omnia, omnino") and the

Enlightenment education is for

Klafki a general education in a threefold sense:
for all: It is aimed at all and leads to the demand for equality.
sides: the aim is a versatile interests and skills development. This expands the
concept of learning,
on the one hand includes cognitive, social and emotional learning and this is un
derstood not only results and
product-oriented but also process oriented,
the other hand is not limited to the classical educational canon, but also picks
up on modern topics in the interest
of children and adolescents. Teaching is thus to pass on the culture past and pr
esent and anticipate the future.
by the General: Klafki understands didactically including "epochaltypische key p
roblems of our cultural, social,
political, individual existence", the reference to the question of peace, the en
vironmental issue, the question
of socially produced inequality, the question of interculturalism, the question
of new media and the question be
dealt with in the classroom after the I-Thou relationship.
General education is distinguished further by three other aspects of, what is me
ant by general education as
automatically erarbeiteter and personal verantworteter context of three basic ca
pabilities:
Self-determination ability: includes private and personal life relationships and
interpretations of meaning
in interpersonal, professional, ethical and religious area
Codetermination ability: Every individual should acquire the ability to particip
ate in social and political
relationships and responsibility to deal with it
Solidarity ability: The right to self-determination and participation can only b
e justified if an attempt is
made, for the rights to enter those which do not have these rights
One of the basic skills of a person with general education include the following
competencies:
Criticism willingness and ability including self-criticism
Argumentation willingness and ability
Empathy: ie the ability to view and perspectives to capture others and adequatel
y respond to these
Thinking in contexts or "crosslinking thinking"
As one of the first competency models this concept is discussed in German educat
ional science debate.
Achieving universal education by epochaltypische key problems [edit]
To achieve literacy, education must take place based on epochaltypischen key pro
blems in the medium of the general.
These include peace, the environment, life in a world that technology impacts, d
emocratization, equitable distribution
in the world, equality / human rights and capacity for happiness. They are not c
omplete and changeable.
Education must take place in all versatile basic dimensions of human interests a
nd abilities. This includes the
pleasurable, responsible use of the body, cognitive possibilities, handicraft an
d technical possibilities, aesthetic
perception, design and judgment skills, ...
With the general knowledge attitudes and skills (competencies) as criticism will

ingness and ability, empathy,

networked thinking are ... achieved, extending beyond individual key issues and,
interest and ability dimensions.
Perspective scheme for Lesson Planning [Edit]
As a guide for the preparation of teaching Klafki proposes in the critical-const
ructive didactics, analogous to the
five basic didactic questions, a set of seven aspects before, he summarizes the
(Provisional) perspective scheme for
lesson planning and to a condition analysis supplements [2]:
Presence significance
Future importance
exemplary significance
thematic structure
Erweisbarkeit and verifiability (based on the epochal key problems)
Accessibility or presentability
Teaching-learning process structure (as a methodological structure)
Klafki effect [edit]
Klafki has a lasting impact as an educational reformer and scientist, education
policy and educational theory.
Particularly well known he was the multivolume publications on Funkkolleg Educat
ion (1969-70).
Klafki Didactic analysis as the core of the lesson preparation has influenced ma
ny generations teachers. It has become
the dominant guideline in the training of trainee teachers through the teachers'
colleges since the late 1950s.
But with schematic reception they often flattens to a superficial ritual and los
es its critical potential.
Klafki concept aimed at a larger context, the analysis of curricula, teaching an
entire year, and not as a
guide for the planning of each hour intended ("and where occurred the future imp
ortance?") And should not
also as a model of lesson planning be misunderstood. Its main performance is to
provide the didactic thinking
categories and criteria for socially responsible practices.
Later Klafki focused his education theoretical thoughts on the central key issue
s on which the learner examples
include the educational content.