Die Verteufelung des Bildes in der Geschichte der Pädagogik

Abstract

Children and youth consume pictures in a very loose, often in a sophistic way, nowadays. On the other hand educators and pedagogies faced pictures sceptically and refused iconic representations to be a means of acquiring knowledge.

Only when didactically and methodologically used, they claimed as a professionalized option, pictures could be suitful with regard to learning processes.

Pedagogues suspicially feared to loose control rejecting the irritating totality of pictures. Pointing consequently to the didactic use of pictures and images they better should have abandonned the moralistic point of view. They did not–as the history of the “Bewahrpädagogik” shows ‐, and therefore they presented a stereotype, although professional reaction to the problem of images and pictures “intruding”, “penetrating” children's life.

The article shows examples of the pedagogue's rejecting position towards children, consuming images and pictures, stating that their reaction has been a common reflex and a widespread attitude among eudcators.