“This recognition of the divine […] is now also the reason, the starting point, the source of all my educational endeavours” (Fröbel, 1846)
– FRIEDRICH FRÖBEL AND MODERN PEDAGOGY? –
Over the last few years, a string of publications seems to suggest a persistent interest in Friedrich Fröbel, who is by most considered to be the inventor of the kindergarten. The Bloomsbury Handbook to Friedrich Froebel (Bruce et al 2020), the Critical Introduction to key Themes and Debates (Bruce 2020) or the new Fröbel biography from 2023 (Wasmuth et al 2023) give the impression that a continued examination of Friedrich Fröbel remains academically justified. There might be different reasons for such ongoing efforts: on one hand, not nearly all works of Fröbel have yet been catalogued or explored; on the other hand, the international exchange remains limited or even problematic, e.g. considering missing modern translations of Fröbel’s texts which in their original form are not an easy read even for those who understand German. In light of those efforts, it has to be asked not only what Fröbel still can offer to those trying to solve modern pedagogical problems, but also how much of what is actually presented theoretically and practically as Fröbel-Pedagogy or Froebelian Pedagogy is indeed based on Fröbel, or how often it just repeats stereotypical assumptions that have been perpetuated over the centuries.
Considering those questions, we wish to offer the opportunity for a discussion and possibly reappraisal of Friedrich Fröbel in a modern pedagogical context. The emphasis here lies on a critical understanding and (re-)interpretation of Fröbel’s theories in their own right, from a systematic-philosophical or historical perspective, or in conjunction with their transposition into a pedagogical practice.
Questions for possible contributions could be (but are not limited to):
What pedagogical issues are negotiated in Fröbel's texts and how do they relate to historic & contemporary debates? For example, how does he understand the relationship between freedom and coercion; what concepts of human nature does he convey; how does the self-taught Fröbel relate to the pedagogical and philosophical discussions of his time?
What practical indications for pedagogical action can be derived from Fröbel's writings? How and why does Fröbel present these and not other pedagogical maxims or practices
What remains of Fröbel’s thoughts considering modern theorizing? For example, what happens if the (particular) religious foundation of all his thinking is not shared anymore; what could replace it in the theory architecture; what remains of his crystallographic ideas, or his assumptions about human nature? And what effects would changes have on the suggested pedagogical practices?
How does Fröbel's theoretical and practical pedagogy relate to current social developments? Can we (and if yes, how can we) respond to the challenges of contemporary society with Fröbel?
What position does Fröbel occupy in an international and intercultural Philosophy of Education? Which methodological, but also theoretical & practical challenges arise today when attempting to think with Fröbel?
This non-exhaustive list is intended to encourage a renewed dialogue with Fröbel. The workshop will take place at the 24th of March 2025, University of Strathclyde, Glasgow/ Scotland.
We invite abstracts up to 500 words for presentations (ca.30-45min) discussing Friedrich Fröbel’s pedagogy in its theoretical (and practical) form. The organisers plan to invite a selected number of presenters to contribute to an edited collection of essays on Fröbel, which is planned for publication in 2026 to celebrate the 200th anniversary of the publication of Fröbel’s main work Die Menschenerziehung (1826).
The workshop is envisioned to extend over one day. Should the interest prove to be larger than expected, we would extend the gathering to a second (half-)day, comprising then the 24th and (morning of the) 25th of March. Participants will be informed accordingly. The workshop will be free of charge, but participants are expected to organise their own travel, food and accommodation if necessary.
Organisers: Dr Karsten Kenklies (University of Strathclyde, Glasgow/ Scotland) & Jun.-Prof Dr Sebastian Engelmann (Karlsruhe University of Education, Germany)
Workshop date: 24.(/25.)03.2025
Workshop language: English
Workshop location: University of Strathclyde, Glasgow
Deadline for abstracts: 30.11.2024 (per email to karsten.kenklies@strath.ac.uk & sebastian.engelmann@ph-karlsruhe.de) Information about acceptance: 15.12.2024