Focus
This study examines early self-reflective works of a child in school (referred to as ‘Erna’ in the study). Inspired by an open pedagogical portfolio practice, Erna depicted and commented on herself and her progress in the midst of her tasks on coloured paper sheets and collected these ‘reflection sheets’ in her ‘competence folder’. An objective-hermeneutic case reconstruction focuses on (1) work-immanent conciseness and autonomy of these reflection sheets, (2) the premise that a fundamental competence is brought to school, which is based on “diffuse social relations” in familial socialization, and (3) the task of facing the tension between this (pre-existing) competence and a role-based form of competence demanded from her by school (cf. Oevermann 2014a).
Methodology
Special attention is given to the appropriateness of the scientific theory, methodology, and methods employed. “Clinical sociology” based on Objective Hermeneutics (Oevermann 2002) within the analytic paradigm of “crisis and routine” (id. 2016) is used in the form of a sequence-analytic case reconstruction (id. 2000). The study references Oevermann’s theory of aesthetics (id. 1996), and his theory of socialization (id. 2004 and 2014a), as well as his revised theory of professionalization (id. 1996a and 2008). The crisis solutions that were found in practice are met on equal footing. This means that the natural case understanding (naturwüchsiges Fallverstehen) of Erna and the naturally professionalised case understanding (naturwüchsig professionalisiertes Fallverstehen) of Erna’s head teacher are ‘merely’ scientifically explicated.
Central Postulate
The study postulates that objectified manifestations of autonomous processes of Bildung[1] (such as the reflection sheets examined), constitute exceptionally important resources that currently remain untapped in the school system. By exploring the material using the research questions outlined, the study therefore leads to a better understanding of these resources and facilitates their use within the context of an autonomous working alliance between educators and their students. Both serve as a foundation for sustainable innovation in the school system.
Key Findings
Some of the key findings of the study are:
- Using several drawings and reflection sheets, an ‘early’ specific of this abruptly evolving case structure during the transition to school is brought out: poses of clear ambiguity. They invite their viewers to engage in the interpretation of the enigmas of life together with their creator and proponent, Erna. The objectively latent structure of these poses can be traced back to the convergence of the three types of media that are used to create meaning (colour, image, writing).
- The drawing ‘Me and my family’, made by six-year-old Erna, was contrasted with Oevermann’s structural theory of the familial oedipal triad, according to which children must cope with three independent crisis constellations. Using her own on-board resources, Erna makes structurally similar crisis constellations visible in her drawing. This is shown using an image-text collage that contrasts theory and practice.
- In a reflection sheet on ‘The Land of Arithmetic’, seven-year-old Erna shows herself, somewhat insecure but nevertheless self-confident, putting ‘her’ number space on display, applying the rules of arithmetic. Here the girl integrates herself as an ‘established’ student into the world of the tasks of the subject of arithmetic, with calculations she came up with by herself. In doing so, she takes up the open task, given to her by her teacher and uses it for personal reflection on the subject.
- The solution of the case – namely, the transformation from a ‘child in school’ to an autonomously ‘established student’ – is proven to be valid in the course of the reconstruction of additional works that ‘speak for themselves’ through different media.
[1] “Bildung” is notoriously difficult to translate. For this context, “formation” would seem most appropriate, even though “education” is more common.