Melanie Fabel-Lamla/Nicole Welter
Trust as a Fundamental Pedagogical Category
An introduction
Sylke Bartmann/Nicolle Pfaff/Nicole Welter
Trust in Educational Research
The contribution gives a survey on educational research on trust against the background of perspectives on phenomena of trust, especially in social sciences and humanities. Both historical approaches and recent empirical investigations in educational science are discussed. Based on this, the authors show the significance of the phenomenon on the levels of the individual, the interaction, and the institution, and they sketch peculiarities of educational research on trust and name research desiderata and perspectives.
Marina Zulauf Logoz
Bonding, Trust, and Self-Confidence
The present contribution is concerned with the thesis that the emergence and development of both interpersonal trust and self-confidence is fundamentally interrelated with the development of attachment. Attachment quality observed in the behavior of young children is described as a first expression of the formation of inter-personal trust. The mental representation of attachment develops into a generalized, experience-based attitude towards a child’s social context of significant others. In the course of human development, it is extended ever more explicitly into a theory on trust-worthiness and benevolence of the social environment, and it plays an important role with regard to the selfconcept. The results of our study on 9-year-old children indicate in how far differences between children with secure or insecure attachment can be identified in regard to their observed self-confidence and to their state-ments about trustful relationships.
Melanie Fabel-Lamla/Sandra Tiefel/Maren Zeller
Trust and Profession
An educational-scientific perspective on theoretical approaches and empirical analyses
Although trust is attributed great importance in both pedagogical theory and practice, the concept and function of trust in pedagogical-professional contexts has so far hardly been determined systematically from the educational-scientific perspective. Starting from pedagogical and profession-sociological attempts at definition, the contribution gauges the significance of trust for professional pedagogical work. The aim is to develop an educational-scientific research perspective on the basis of a critical reconstruction of theoretical and empirical approaches to trust and (pedagogical) profession and to conceptualize a procedural understanding of trust.
Inka Bormann
Confidence in Institutions of Education or: Trust is good – is evidence better?
The implementation of instruments of monitoring, of quality management and quality control in the educational system touches on the topic of confidence in educational institutions – a relation which has so far hardly been examined systematically. The author advances the thesis that, in the course of the attempts at getting to grips with the performance of the educational system, new problems arise with regard to the generalized trust: firstly, trust in institutions shifts to trust in instruments and secondly, there is the danger of a dysfunctional institutionalization of mistrust.
Birgit Bütow
Sexual Violence in Residential Education
An attempt at introducing the pedagogical category of trust into the analysis
Sexual violence committed by professionals in institutions has again become a topic of intense public debate since the high-profile cases of the Odenwald School have come to light. Although there is a consensus that sexual violence constitutes a breach of trust and abuse of power over protégés, systematic analyses on relations of closeness and distance in relationship work are lacking in (social) pedagogics, – especially with regard to risks and ambivalences in the context of emotionality, corporeality, and sexuality. The present contribution tries to introduce the category of trust into the analysis of these mostly hidden topics. The levels of trust in relationship structures and trust in the institution residential education are discussed as possible approaches.
Achim Leschinsky/Patrick Ressler
Distant Mirrors?
Durkheim, Schumpeter, and Weber and the debate on values during the 1970s and 80s
The contribution examines the debate on values which took place in Germany during the 1970s and 80s. Approaches to a historicization of the general debate on values of that time are outlined in order to create a foil for the exploration of the debate on value education in school, which was then highly controversial. In a first step, important lines of discussion in the value debate of the 70s and 80s are sketched. These are then classified into three long-term lines of continuity on the basis of three sociological “classics” – Durkheim, Schumpeter, and Weber. The central argument is that the historicization of the former debate on values will profit from an exploration of these classics. All in all, the study constitutes an explorative approach to a complex topic which prompts further investigation.
Jens Kratzmann/Sanna Pohlmann-Rother
Ethnic Stereotypes in Kindergarten?
Attitudes of kindergarten teachers towards immigrants from Turkey
The contribution takes up the discussion on the significance of stereotypes towards children with migration background regarding their educational achievement. On the basis of 10 qualitative interviews with kindergarten teachers from the BiKS-Study, the authors inquire into the question of in how far these teachers’ attitudes reveal stereotypes towards children with Turkish migration background and their families. The content-analytical evaluation and comparative analysis of these interviews is carried out on the basis of a model which considers stereotypes to be multi-dimensional constructs. The results of the comparative analysis are reported and a comparison of extreme groups illustrated by two contrasting cases is outlined. The analyses reveal highly differentiated attitudes among kindergarten teachers, stereotypical attitudes are found only sporadically.
Barbara Caluori/Rebekka Horlacher/Daniel Tröhler
Publishing as Network Strategy
Cotta’s complete edition of Pestalozzi’s works
Between 1819 and 1824, Johann Heinrich Pestalozzi had published a twelvevolume complete edition with the Stuttgart-based publishing house Cotta. This edition was financed through subscriptions for which potential buyers had to be canvassed. Adopting a network perspective, the following contribution examines how Pestalozzi and his staff realized this project and how the different networks which contributed decisively to the success of the subscription came about.
New Books