Concept, basic Philosophy

Radical constructivism and systems theory show man as a "non-trivial machine" and the human consciousness system as an autopoietic, operationally closed system. A direct transfer of information between consciousness systems is not possible. In order to meet this systemic-constructivist challenge, didactic models and concrete action strategies for the classroom are needed.

I. The student decides what had been taught.

You can't teach a learner directly. There is no interface between brains. It's like food: when you feed a person spaghetti, not a single spaghetti grows in his body. The input does not correspond to the output.

Only through internal digestion does something grow, individually. This also applies to mental "education". Everything in the head is an independent construction of the learner. The teacher "only" makes an offer from which his students construct. Each one individually, depending on personal background, wishes and talents. No matter how much the teacher strives for clarity: the student decides what had been taught!

Indirect Didactics

How to teach so that learning can happen? If a direct-causal transmission is impossible, there is only the way via the indirect, via the environment. Indirect didactics therefore focuses on the design of learning environments. These give inspiration for its knowledge construction.

From a systemic point of view, learning does not mean anything other than adaptation to the environment. There are many significant environments for the learner. The graph above shows those that can be changed at school: If you get another material in your hands, think differently. If you are in another room, you think differently. If you have another teacher, you think differently. If you work with another classmate, you think differently.

II. Teaching is Communication

What role does the teacher play? He becomes a game master, a designer of learning environments. Since teaching is a communicative phenomenon, it makes sense to orientate oneself on communication models. Thus each learning environment takes place in a field of knowledge (Sache). There is a clear framework and clear rules of the game (Appell), the pupils take on a certain role (Beziehung) and, as in a game, have freedom of action where the teacher can observe where his students are at the moment (Selbst).

The art of creating a suitable learning environment - suitable for students, teachers and the teaching situation - is the central task of the teacher.

III. Grasp through Grasping

Spirit and body are inseparably connected. The haptic is the environment of the spirit and vice versa. The over 1000 learning environments shown in "Lessons as Adventures" are based on the fact that what happens mentally also happen haptically. The mental as well as the material construction develop together in a co-evolution. If, for example, the haptik part is removed from this, the learning process is severely disturbed.

Aesthetics and education

Comprehension happens through grasping. And one understands that, one likes to touch what is aesthetically appealing. In a restaurant you pay the least for the content on your plate. You pay the lion's share for the form, for the aesthetics of the presentation. Cooking is an art.

This way the same content has a different effect, depending on the dosage form, which is demonstrated by the following pictures.

Same content.
Same child.
A completely different effect.

"Didactics" is the art of designing learning environments.

But how am I supposed to make a work of art out of every hour? - The good news: You don't have to and shouldn't! It's not about you as a teacher creating the lessons. Teaching is communication and not a power demonstration of the teacher. Don't take the lessons away from the students! It is not the case that the teacher teaches and the pupils sit. If the lesson itself does not become the subject of the student, it quickly becomes boring for him. No matter how well you cook: It tastes better if you have cooked with them. It's about the process, about working together and not primarily about the result. This is very important for the digestive process. And for learning.