Details

Autor(en) / Beteiligte

• Landgraf, Edgar

Titel

Educational Environments: Narration and Education in Campe, Goethe, and Kleist

Ist Teil von

• Goethe yearbook, 2017, Vol.24 (1), p.249-264

Ort / Verlag

Rochester: North American Goethe Society

Erscheinungsjahr

2017

Link zum Volltext

Quelle

Literature Online (LION)

Beschreibungen/Notizen

• The time's fondness of fiction is linked to the contemporary notion that narrative form is indispensable for representations of childhood development; and it reveals that the notion of a natural learning environment is a cultural construct. [...]the pedagogical discourses of the time not only constructed, but also positioned themselves as ideal responses to the perceived need to define an environment in which to control the child's or young adult's development. [...]Rousseau's text is itself an idealized, textual environment with which to educate, if not children, then other educators who ought to learn the same lessons that are inculcated in Émile or the children in Campe's text. To be sure, while this might have led to a blurring of the line between biological and psychological development-noted by August Wilhelm Niemeyer as early as 1796, when he warned that the pedagogical metaphor of "seeds" implies that the development of the mind is phylogenetically predetermined20-biological adaptation to hostile surroundings is not the issue here; rather, biology serves as a model for educational discourses that seek to confront a societal problem that emerges fully only in the eighteenth century. Because lineage or rank no longer guaranteed a person's identity and place within society,21 pedagogy faced the challenge of having to prepare children and students for an uncertain future. According to the World Bank's website, "public expenditure on education includes government spending on educational institutions (both public and private), education administration, and transfers/subsidies for private entities (students/households and other privates entities)."