Free spaces and ‘pedagogical protection’: On the asylum theory of Ortwin Henssler and its implications for education

Abstract

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923–2017) as a free-space theory of education, as a way of grasping the problematic nature of ‘pedagogical protection.’ The theoretical potential of Henssler’s thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler’s theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler’s thought of asylum as a theory of ‘pedagogical protection.’ Thirdly, I consider whether it is possible to interpret ‘free space’ in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

Keywords:

• Free space
• pedagogical protection
• asylum
• Ortwin Henssler
• Kinya Abe

Acknowledgements

This essay is based on my Japanese text (2015), and has been greatly revised for the purpose of introducing, to the world at large, Japanese discussions regarding education . This study was supported by the JSPS (Japanese Society for the Promotion of Science) KAKENHI Grant Numbers JP19K21794 and JP21H00827.

Notes

1 Henssler distinguishes between ‘sacred’ and ‘magical’ protection. He states that “the subjective feeling in sacred protection is the reverential aversion to the numinous […]. On the other hand, in the case of magical forms, the subjective fear that the magic evokes is in the foreground […]” (Henssler 1954: 22).

2 As Henssler notes, ‘orendism’ comes from orenda, the Iroquois term for irresistible power (Henssler 1954:16). He writes, “[t]races of orendism are found more or less pronounced in almost all religions.”

3 For various studies on asylum in Japan, after the interrelated studies by Amino and Abe, see Funaki 2010: 208 f.

4 Citing Henssler’s work, Karatani describes the asylum laws as “instances of magic filling an egalitarian function even in state societies” (Karatani 2014: 130; Karatani 2015: 208).

5 Specific examples of asylum related to education are diverse. In addition to the children’s play mentioned in previous studies by Amino and others, it may be possible to find and discuss the asylum-like nature of spaces inside schools (e.g. the health center, library, counseling room, toilet, gymnasium, courtyard, rooftop, etc.), time periods related to schools (e.g. rest time, long vacation, cultural festival time, club activity time, etc.), spaces outside schools (e.g. train station precincts, convenience store, play park, children’s room, etc.), and electronic spaces (Internet, etc.). However, we should carefully consider how far the concept of asylum can be extended, to ensure the accuracy of the study of places of asylum.

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Jun Yamana

Jun Yamana is a Professor at the University of Tokyo. He has taught numerous courses on the Philosophy of Education. His recent special area of interest and research is “Memory Pedagogy”, which analyzes educational theories and practices from the perspective of cultural memory (collective memory) and commemoration developed in the field of Memory Studies. He has collaborated with German educational researchers on various philosophical and historical research projects since he studied at the Humboldt University in Berlin in the 1990s. He has published widely in Japanese and in German language.