Socialization and Emancipation in Schools and with Teacher Training

Authors

  • Hans-Rudolf Schärer

Abstract

Summary: Currently, in the German speaking part of Switzerland, with the Harmos Concordat and with the Syllabus 21, there are two mega-projects underway which have as their aim developing normative school tuition. How do a teacher and a teaching institution such as the PH in Lucerne respond in terms of this trend?

On the one hand, those responsible for the PH Lucerne education have their own frame of reference with 8 operational fields and have developed ten professional competencies that essentially unfold the de facto normative effect and support the implementation of both reform projects. This frame of reference offers orientation, allows transparency and thereby coordination, it generates professional awareness and brings about commitment. But it is also conceived as a framework, i.e. does not define the activities in individual cases for which it provides the framework. It is for all intents and purposes, a grid which allows the tendrils of good tuition to grow.

On the other hand the PH Lucerne consciously places emphasis with their strategy under the banner of an “Education for maturity” (Adorno) not with a view to adapting to societal expectations, but rather emancipation from societal coercion, i.e. their historical questioning. Institutionally this strategy has found expression in the following organizational receptacles:

  1. Center for Human Rights Education
  2. Institute for Schools and Heterogeneity
  3. Center for Historical Didactic and Culture of Remembrance

The effectivity horizon of a teacher with over forty years in his profession and, with approximately thousand scholars that have over this time been entrusted to him, it appears essential that the societal processes are ethically reflected upon and that they are capable of contributing to providing resistance to inhumane developments.

Key words: Adaptation and resistance, normativity and emancipation, human rights education, schools and heterogeneity, history didactics and a culture of remembrance

Author Biography

Hans-Rudolf Schärer

Hans-Rudolf Schärer studierte Germanistik und Romanistik an den Universitäten Zürich, Paris und Siena und schloss mit einer Promotion sowie einem Mittelschullehrdiplom ab. Neben seiner wissenschaftlichen Tätigkeit als Assistent an der Universität Zürich unterrichtete er im Teilpensum Deutsch und Französisch an der Kantonsschule Luzern. Von 1991 bis 2001 leitete er die Gruppe Lehrerinnen- und Lehrerbildung im Bildungs- und Kulturdepartement des Kantons Luzern. Von 1987 bis 2001 war er zudem Lehrbeauftragter am Religionspädagogischen Institut der Theologischen Fakultät der Universität Luzern. 2001 schloss er eine Managementweiterbildung der wirtschaftswissenschaftlichen Fakultät der Universität Zürich ab. Seit 2001 ist er Gründungsrektor der Pädagogischen Hochschule Zentralschweiz Luzern (PHZ Luzern). Von 2002 bis 2013 war er Präsident der Kommission Ausbildung der Rektorinnen- und Rektorenkonferenz der Pädagogischen Hochschulen der Schweiz SKPH bzw. COHEP und von 2007 bis 2014 Mitglied der Hochschulkommission der PH Fribourg. Seit 2014 ist er Präsident der Rektorenkonferenz der Pädagogischen Hochschulen der Schweiz bzw. der PH-Kammer der Rektorenkonferenz der schweizerischen Hochschulen swissuniversities.

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Published

2015-12-30

How to Cite

Schärer, H.-R. (2015). Socialization and Emancipation in Schools and with Teacher Training. Psychotherapie-Wissenschaft, 5(2), 118–124. Retrieved from https://psychotherapie-wissenschaft.info/article/view/282

Issue

Vol. 5 No. 2 (2015): Kongress-Dokumentation

Section

Special Issue

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