Mr Reichenbach, how do teachers gain authority?
We probably all still remember them: the teachers,
whose mere appearance in the classroom ensured that attentive silence prevailed. And the ones whose countless admonishments didn't stop us from getting up to mischief. Perhaps we followed teachers of the number one type because they intimidated us. But there were often other reasons for our co-operation: We listened to some teachers because, we thought, they just had it in them.
How does a teacher stand up in front of the class? «You don't have authority, it's granted to you - or not,» says Roland Reichenbach. The former secondary school teacher is Professor of General Educational Sciences at the University of Zurich and conducts research in the field of educational authority. He describes this as a relational achievement that only succeeds if others recognise it. «An important source of the teacher's recognition as an authority is their knowledge advantage,» says Reichenbach. «Those who have mastered their subject will generally be recognised.» So we recognise who we can believe.
«As a teacher, I say what I think honestly.»
Roland Reichenbach, professor of education and former secondary school teacher
In addition to credibility, trustworthiness is important: «The focus is not only on the subject matter, but also on behaviour: as a teacher, I say what I think honestly, keep my promises and don't play false games. I treat all pupils equally.»
Reichenbach does not believe that the authority of teachers or the obedience of pupils is as bad as media reports sometimes suggest: "Most children and young people are still cooperative and allow themselves to be shown something. "
The fact that teachers have lost respect, indeed their role authority, is something that has also affected other professions. For example, people used to follow the advice of doctors or bankers unquestioningly, but today these are viewed critically and second and third opinions are sought.
Teachers as companions?
The emancipation of society from role authorities has favoured social progress in many respects, says Reichenbach. Nevertheless, authorities ideally also offer security and orientation, which is why turning away from them is always accompanied by uncertainty. This, in turn, results in the need for reliable leadership, which is currently evident in politics, where populists are celebrating success thanks to «safe» recipes for order and stability.
«If even adults can barely stand being left to their own devices, this should raise the question of how much self-determination is good for children,» says Reichenbach. He therefore takes a critical view of the development of the teacher's role from leader to learning guide. Self-directed learning, i.e. approaches according to which children should work out material on their own or determine their own learning timetable, do not convince the educationalist: «The claim that it is appropriate for children to do without guidance seems to me to be a mistake. There's something perfidious about shifting our own helplessness onto the children by letting them decide for themselves.»
«Nothing is as questionable as wanting to create new conditions through new types of people.»
The German philosopher Heidemarie Bennent-Vahle on Arendt's view of education.
Reichenbach says he agrees with Hannah Arendt in this respect. The German philosopher (1906 - 1975) is one of the most important defenders of democracy and emphatically advocated the view that pedagogical education must be conservative. Arendt understood this to mean the endeavours of teachers and educators to stand up for the existing world towards children, to preserve and protect it. According to Arendt, one of the most important messages to convey to children is that they can have faith in the world and hope for the world.
«In Arendt's eyes, nothing in education is therefore as questionable as the attempt to create new conditions by breeding new types of people,» writes German philosopher Heidemarie Bennent-Vahle on Arendt's view of education. She continues: «The pedagogical recipes aimed at improving the world have one result above all: the traditional knowledge of the parents is undermined and causes those who should give the child a firm footing to waver.»
Clear instructions, transparent goals, structured lessons
For Reichenbach, as a teacher this means focussing on clear instructions, transparent goals and structured lessons. Lower-achieving pupils and children from socially disadvantaged families are particularly reliant on this guiding function. «We mustn't forget,» says Reichenbach, «that school is the only reliable, predictable place for many children. It won't help them if we increasingly soften structures and replace them with self-organisation. On the contrary, it makes them even more disorientated.»
Only a leader who is not afraid to see themselves as such can provide stability, says Reichenbach. In France or the USA, pedagogical authority is handled more impartially. For example, the term leadership is used quite naturally in connection with a teacher.
In German-speaking countries, however, people shy away from the concept of leadership. «The abuse of authority and obedience in the German past still has an impact on education today,» says Reichenbach. «Even in German-speaking Switzerland, where the educational landscape has always been strongly orientated towards Germany.»
The fact that authority became a defamed term is understandable, but problematic, says Reichenbach: «Practically every pedagogical activity is associated with leadership tasks. The word part «agoge» already refers to this. It is derived from the Greek «ágein», which means nothing other than leading or guiding.»
Meanwhile, Reichenbach believes that pedagogical leadership is no longer unconditionally recognised, but must be earned: «Schools have lost their halo. Today, teachers largely have to establish their own authority - and many find this difficult.»
More about authority and self-determination:
In our issue 3 / March 2019 , we focus on the topic of authority - you can order the issue online!
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