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The pedagogical concept «Jena-plan» of P. Petersen

At present, the educational concept «Jena-plan» of a German scholar Peter Petersen (1884-1952) has become widespread in the educational systems of some European countries. It is a technology that aims to change the approach to the organization of education and upbringing of children radically. Two tasks are solved in the issue: to reveal the less known biographical data of P. Petersen, and to characterize the most important features of the pedagogical concept put forward by him. The purpose of the study is to determine its significance in the history of European education. The following methods were used: biographical and retrospective analysis, direct observation in some schools in Germany and the Chech Republic, that use «Jena-Plan» in their practice, as well as an axiological approach.

Main results. The concept «Jena-plan» has become quite widespread due to its didactic effectiveness, humanistic orientation and compliance with the age and individual characteristics of children. The technology of using the concept of Peter Petersen on the example of one of the schools in Germany is revealed in the issue. The method of applying the concept in practice, – on the example of «trunk group» and «trunk table» («Stammgruppe» and «Stammtisch» in German), – is shown. The main conclusion of the research is that «Jena-plan» has the prospect of further development in the modern European school. This statement is confirmed by the regular holding of conferences of the movement of adherents of the «Jena Plan», a significant number of schools that fully or partially use the provisions of this concept. Some positive features of this concept can also be used in domestic education.

Keywords: German pedagogy in the XXth century, reform pedagogy, P. Petersen, the concept of «Jena-plan», the use of «Jena-Plan» in the modern European school

For Reference: Pomelov, V. B. (2021). The pedagogical concept «Jena-plan» of P. Petersen. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 50 (2), 404-414. doi: 10.32744/pse.2021.2.28

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Information about the author:

Vladimir B. Pomelov (Russia, Kirov) - Professor, Doctor of Pedagogy, Professor of the Department of Pedagogy, Institute of Pedagogy and Psychology. Vyatka State University. E-mail: vladimirpomelov@mail.ru. ORCID ID: 0000-0002-3813-7745. Scopus ID: 57200437621. Reseacher ID: AAS-2608-2020

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