Theme centered interaction in critical vocational teacher education: An introduction into an ethical founded method and model to strengthen self-reflexive autonomy and socially responsible action

Kaiser, Franz Xaver Article Theme centered interaction in critical vocational teacher education: An introduction into an ethical founded method and model to strengthen self-reflexive autonomy and socially responsible action International Journal for Research in Vocational Education and Training (IJRVET) Provided in Cooperation with: European Research Network in Vocational Education and Training (VETNET), European Educational Research Association Suggested Citation: Kaiser, Franz Xaver (2018) : Theme centered interaction in critical vocational teacher education: An introduction into an ethical founded method and model to strengthen selfreflexive autonomy and socially responsible action, International Journal for Research in Vocational Education and Training (IJRVET), ISSN 2197-8646, European Research Network in Vocational Education and Training (VETNET), European Educational Research Association, Bremen, Vol. 5, Iss. 3, pp. 191-207, https://doi.org/10.13152/IJRVET.5.3.3 This Version is available at: https://hdl.handle.net/10419/186149 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ International Journal for Research in Vocational Education and Training (IJRVET) Vol. 5, Issue 3, November 2018, 191-207 DOI: 10.13152/IJRVET.5.3.3 Theme Centered Interaction in Critical Vocational Teacher Education: An Introduction Into an Ethical Founded Method and Model to Strengthen Self-reflexive Autonomy and Socially Responsible Action Franz Kaiser∗ University of Rostock, Institute for Vocational Education, August-Bebel-Str. 28, 18055 Rostock, Germany Received: 15.05.2018; Accepted: 21.08.2018; Published: 22.11.2018 Abstract Context: The train of thoughts in this contribution is situated in the VET teacher training on an academic level, as it is usual in Germany. Key issue is the pedagogical qualification of the VET teachers and the question of how to give them possibilities to reflect their own biography, their interdependences to the actual cultural and economic environment and their way to choose the pathway to become a VET teacher. How to enable them to argue with their values, fears, strength and weaknesses in their life and especially in leading groups, as they will have to do in classroom management. And at least how to give them an idea of an emancipative, critical and participative way of forming learning situations in which they feel sure and lively to encourage the apprentices and learners in schools to act autonomic and critical in work and besides. This is necessary because of the changes in work and VET in the recent centuries with consequences for workers, learners and curricula as well as the contradictions in that process. ∗Corresponding author: [email protected] ISSN: 2197-8646 http://www.ijrvet.net 192 Kaiser Approach: The transformation and the liberalisation of markets and changes of work organisation, the enlargement of tasks in the occupations adds greater meaning to social knowledge and competences, the ability for teamwork and personal development in vocational education. To develop this ability Theme-Centered Interaction (TCI), as a humanistic-psychological approach is used and combined with Critical-Subject-Oriented Vocational Education Theory, inspired by the Critical Theory of the Frankfurt School. VET-teacher students learn in theory and practice to shape their own way to lead themselves and the pupils in the class and to reflect their activities in a critical way of thinking. The paper ends with brief description of seminar lectures with VET teacher students at the University of Rostock where TCI is practiced as one example how we can reach the objectives described before. Findings: The TCI-concept is helpful to set up better teamwork and self-reflection in the group of the learners. Its a useful way to prepare them for their practical school phase in which TCI is used as reflection model as well. Key Message: Universities as learning places in the tradition of enlightenment have to open up spaces in VET teacher development for domination-free communication and participatory learning within the framework of university studies, which can create a distance to a given social reality, enables students to dissociate from collectively developed goals to become critical formers of their working life and teaching. Keywords: VET, Vocational Education and Training, Vocational Teacher Students, Communication Skill, Critical Thinking Skill, Interpersonal Competence, Curriculum Development 1 From “We do what we’re Told” to the “Human Centred Factory” In the tradition of medieval crafts it was common that the journeyman usually followed the rules of the handcraft masters. They were not allowed to invent new ways of producing or new products. It was a question of protecting the market, preventing rivalry and at least stabilize the domination of the masters to hinder innovation and autonomous decisions of the journeymen (Stratmann, 1993). In midth of the 19th century the journeyman start to realize the different interests of them and the masters and started to organize their own associations. Karl Marx analysed during that period the situation of the workers in the industry and pointed out that they are losing the essential meaning of human work because of disaffection (Marx, 1962). Because of the process of increasing of division of labour and the automatization the workers lose more and more the freedom to make their own decisions in work and started to be an appendix of the machines in following the orders of the capitalists. But it get more and more normal that the owner of the company is allowed to fix the rules of work, and that losing the right to act as a free human during working time and following in blind obedient the order of the owner of production resources. Getting the strength back to the workers the unions tried to protect the Theme Centered Interaction in Critical Vocational Teacher Education 193 workers more and more from inhuman work environments. In most cases it ends with collective bargaining including some agreements on health protection and holidays. In the early 1970s the German Unions began to call for humanisation of work and started some projects and research on that topic (Vetter, 1973) In that time German Unions described the aims of humanisation as follows: “What is new, however, is that the diverse aspects of the conditions of work , which have hitherto been dealt with more or less piecemeal, are now seen as part of a large whole embracing related matters such as the organisation of work (i.e. of the production process itself), hierarchical structures, relation with workmates, the social situation within the firm, the working environment, participation in decision-making at all levels, and opportunities for self-development and advancement”(Engelen-Kefer, 1976, p. 227). But this became very rarely reality and in only a very few companies workers were involved in decision making on all level or reached participation in profit (Schapfel-Kaiser, 2005). But Englen-Kefer described what humanisation really could mean. It was in 1995 when Petersen and Rauner published a paper, titled: “Education and training for the human centred factory”that was inspired by the famous MIT study about lean production. The hope was, that the projects in the late 1970th who dealt with humanization against routine work and towards job enlargement would be continued and supported by the new production strategies and changes in work organisation. The “modern work environment”with team production, decentralised quality assurance and co-consideration would help to enlarge qualifications, open space for shaping technic and work. But, as we know now, this happens only in a few cases. In most of the companies with lower co-determination by trade unions and works councils, it leads to more time pressure for the workers, flexibility that only takes the need of the organisation in count without real benefit, rather they “earn”more health damage from a psychological point of view (Schr¨oder, 2009; Kaiser, 2008). Nevertheless, it should also be noted that the qualifications in the training regulations have changed and have certainly taken up the changes in working life to the greater importance of social competence as a key competence (Streumer & Bjorkquist, 1998). This happens in Germany long before the debate has started about the implementation of EQF and National Qualification frameworks with their three / four descriptors: Knowledge, skills and competence (Europaen Commission, 2008)1. This change is also of special significance for the qualification of in-company and school-based training employees. Their workconcept changes; from leaders to learning guides. “As already described, the trend from teaching to learning creates a need to change the practices of VET teachers who have traditionally worked alone and concentrated on disseminating knowledge to trainees. Today, teachers need to work in teams, they have to be able to guide trainees more than just transfer knowledge, and they must also be able to plan, describe and reflect on their own teaching practices (Cort, H¨ark¨onen, & Volmari, 2004, p. 20). Theme-centered interaction (TCI) as a systematic qualification method for trainers in companies can then also be found sporadically in recent times (WILL-Schweiz, 2004). 1“. . . in the German-speaking countries, the common differentiation is between Fachkompetenz, Methodenkompetenz, Personalkompetenz and Sozialkompetenz; while in the English-speaking countries, the conventional categorisation is between ‘cognitive competence’, ‘functional competence’ and ‘social competence’.” (European Commission 2008, p. 5) 194 Kaiser 2 Bildung in the Tradition of the Critical Theory of Frankfurt School as an Indivisibility Part of Vocational Education Vocational training is responsible for the transition of young people from the education system to the economic system. In an economic system that follows the primacy of maximisation of profits, vocational training focuses on the usefulness of the qualified worker. Governments and the commission of the EU are measuring the success of a VET system by the successful transition from school to the labour market. In contrast, the claim to Bildung, in the sense of human self-empowerment and the ability to participate comprehensively in shaping social and individual relationships, takes a back seat in measuring the success of a VET system as part of national education systems. There always had been a tension between vocational and general education. The contradiction between integrating Bildung, in the spirit of enlightenment into the existing system and at the same time empowering people to lead their own lives in a fair life has been made already clear in the early bourgeois concept of Bildung (Koneffke, 1987) and in vocational training (Kaiser, 2016). This contradiction of Bildung that is oriented on an economic system that works on categories as “faster”, “bigger”and “more” to appreciation of balance and thoroughness was a part of Max Horkheimers (a philosopher of critical theory from Frankfurt school) ideas in the 1950th inspired by the crucial experience of the Nazi era. “The process of Bildung has turned into that of processing. The processing—and this is the essence of the difference—leaves the object no time. But time stands for love; to the thing to which I give time, I also give love; violence is quick” (Horkheimer, 1952, p. 166). The preparation of individuals for assuming a specialised social function through qualification; the purpose-oriented acquisition of skills, abilities and knowledge, as it is called in the jargon of the Vocational Training Act in Germany, appears to be a necessary prerequisite for efficient work processes in the complex organisation of our increasingly networked societies. The question of the breadth, depth and orientation of this preparation is that of Bildung par excellence and thus also a central question of vocational training. When Horkheimer, in 1952 and 1953, addressed to students, compares the process of Bildung with that of processing and speaks of the development of technical skills and the accumulation of objectified information, he does not refer to vocational education but to the study that was in store for those present at the time. The emphatic appeal of taking time to get to the heart of things and to find out what is at the heart of them is as true then as it is now, but may perhaps seem almost ignorant of the realities of the Bologna reform era. He is an impertinence in the best sense of encouragement. Does this older quote perhaps show that, in the present circumstances, academic and general education is closer to vocational training than it claims of itself? Conversely, has vocational training possibly moved a long way from the bondage education as which it identifies Heydorn and many other general educators? “The formation of the concept, the formation of consciousness in the strict sense, falls to the rulers, so that the possibility of disposal over the empirically given, the Theme Centered Interaction in Critical Vocational Teacher Education 195 freer movement in time and space; the formation of the servant remains bound to the materials, it is labour (Heydorn, 1973, p. 270). Heydorn distinguishes the formation of servant and master by the possibility to detach oneself from the directly given object by means of Bildung, to think about it and to shape the conditions in one’s own sense. On the other hand, the servant follows unthinkingly the demands for work, in the sense of manual labor. However, the further development of work in times of digitalisation and modern vocational education and training, combined with the reduction in the number of occupations, the increasing systematisation of knowledge stocks and the associated broadening of the knowledge and skills to be acquired in initial and continuing training, has now led to a significant expansion, which speaks at least partially against the “slavery” approach of education to a compliant workforce. Whether it is as close to what Heydorn addressed with awareness raising and whose lack he already complained about in the general education system remains just as doubtful as the question whether it is the subject of general education today. The indivisibility of Bildung demanded in the 1970s and especially in the tradition of critical education theory is a demand for vocational and general education equally; it is formulated only rarely in vocational pedagogy. Connected with it is the possibility for everyone to develop critical self-confidence (Paffrath, 1992) and the ability to relate individually to things and to oneself and to develop utopias that go beyond the present. “From the forces of intellectual and ethical resistance, the utopian capacity drains as an indigenous, but always first to be released. According to Heydorn, this personal interpersonal encouragement is needed so that the idea of freedom can be experienced sensually in the ideal of free struggle and calls for a continuation in solidarity. When it happens, the utopian ability is at the same time instigated to begin its obliging visualization” (Gamm, 1983, p. 173). Due to its indivisibility in all fields of pedagogical work, the task of Bildung and in consequence vocational education, is to incite people to think beyond the present, to think together out of the reflection of human history and to practically develop it further with the help of utopian images. This should have consequences for the VET teacher education in the study programmes at universities. They have to enable students to develop their own vision of how is the shape of a good vocational education. That means to encourage the teacher students to reflect the social processes, the phenomena of inequality in the selection processes of schools and private apprenticeship contracts as well as the contradictions of vocational education embedded in a capitalistic economy. “Enriched in historical reality, Bildung remains an achievement of abstraction; only society, brought to its full abstraction, enables it to recognize the richness behind bars, the fullness into which human can enter” (Heydorn, 1970, p. 27). So, the analyse of the historical shaping of the national VET-system as a bridge between educational system and labour market has to be enlighted to get in touch with role of the different interests of union, employers and government and the changes that happened because of political, cultural and technological changes in the society. At the same time, we should be aware, that learning is minimum as strong influenced by the learning form as by the curricula of learning. That means, if we want to de- 196 Kaiser velop the teacher students skills to shape the changes of vocational education, and they should be able to do so as professionalized agents in that system, we have to develop their skills to create a democratic, participative form of learning situations. Based on that considerations, we implemented at the University of Rostock besides courses on theoretical reflexions of different paradigms of pedagogics, training their argumentation and theoretical reflexion skills, specific vocational training methods as work based learning, project learning and guided experiences in the schools and other learning places of VET a seminar on Theme-Centered Interaction (TCI) with two main aims: 1. Critical reflection on the own biography, experiences of teaching and learning to get a critical point of view on the own behaviour and mentality. To get more emancipative from the unconscious influence factors. 2. Getting in touch with an utopian idea and practice of participative, creative way of teaching and learning that encourages the learners to take a more important part in the development of the learning process, to allow them to take time in self-reflexion and to get an experience of the power of a learning group when a culture of authentic participation and team oriented work has been developed. The following part of the contribution shows why TCI has been chosen, where the parallel roots to critical theory are and why it helps to strength skills for vocational education in a democratic society. 3 “To Know that Everybody Counts – Against the Social Coldness” – History and Concept of TCI in a Nutshell 3.1 TCI as a Descendant of Psychoanalysis and Reaction on the Nazi Regime TCI is both a research method, a pedagogical method and a psychological theory (Schapfel-Kaiser 1997). It has its roots in the psychoanalysis in which its founder Ruth Cohn was trained. From her involvement with humanistic psychology she developed the form of therapy into a pedagogical approach which, as the practice progresses, wants to enable the participants to become more and more aware of their inner resistance on the one hand and to take responsibility for their own actions with regard to themselves and the rest on the other. Cohn expressed this idea in a little poem I picked up on in the title of chapter 3: “Knowing we count with our life with our beloved against the cold For me, for you, for our world” (Cohn, 1990, p. 2). Theme Centered Interaction in Critical Vocational Teacher Education 197 In doing so, she takes Harry Sullivan’s further development of Freud’s approach to an interpersonal relationship theory and leaves the therapist’s distanced attitude, transforming the therapist of a group into the role of the participating group leadership. “The experiences gathered in psychoanalytic groups, namely, that it is possible to create an atmosphere of trust by demanding authenticity and an open and responsible exchange of feelings, led Ruth Cohn to conclude that these phenomena should be introduced and pursued as well in nontherapeutic groups. TCI, with its principles of group education, is the attempt to create just these conditions that enable trustful cooperation”(Rubner, 2017, p. 32). But the emergence of the TCI and the significance of values associated with it points to other sources ranging from French existentialism and American pragmatism to Ruth Cohn’s own life story. A quote from Satre can underline the link to existentialistic philosophy: “And if we say that human beings are responsible for themselves, then we are not intimating that humans are responsible only for their own individuality, but rather that they are responsible for all other human beings”(Sartre, 1961, p. 12, quoted from Zitterbarth, 2017, p. 46). It was during the Nazi era, when Ruth C. Cohn, a Jewish woman, born 1912 in Berlin flew first to Switzerland, where she started studying psychanalysis and moved some years later in the USA to complete her therapeutic education. She lost nearly her whole family in the Nazi concentration camps. In contact with some therapists in the tradition of humanistic psychology as Carl Rogers, Virginia Satyr and Fritz Pearls and influenced by the intellectuals in Europe and their discourse about the theory of Karl Marx and the existentialism from Jean Paul Satre and her own experiences she developed her own theory. “TCI is very much influenced by psychoanalysis and also very much influenced by the historical situation of national socialism”(Cohn, 1992, p. 317). The emancipation from the dogmatic psychoanalytic schools since the 1950s came from the perception that the couch is too small to meet the many problems of mankind and to open up as a therapist for people who would not seek therapy. The finding that we live in a sick society, as shared by Erich Fromm and other social scientists associated with critical theory and psychoanalysis, shows TCI’s connection to the critical theory of the Frankfurt School. And so it is that many of us, for part of the working day, leave our little couch-centered offices and chair-circled rooms to meet with people anywhere outside in the school’s faculty room, at conference tables, in classrooms, in social or political meeting places, at the bank president’s luncheon table, in the workman’s cafeteria, or wherever groups of people work or live together or wish to develop their capacities in similar directions. We have come to realize that frustrations and hatred need not destroy, but can be lived with, integrated and used. We have learned to assist in opening doors to constructive and creative living. We take our tool kits with us on the road. We hope to win the race against unnecessary decay and global death by social action”(Cohn, 1969, p. 2). During the following years TCI was developed as a group-pedagogical method and theory, first used in workshops of psychotherapists and later used in many contexts, as Cohn described in the quote. When Ruth Cohn moved back to Europe, Germany and Switzerland in the 1974 TCI spread in the German-speaking world. The training institute WILL (Workshop Institute for Living Learning) was founded and many people were trained to practice TCI in schools, apprenticeship, training leadership, pastoral 198 Kaiser care and psychotherapy and supervision. The subsequent remarks will give a short inside in the basic modell. The actual translated Handbook of TCI provides deeper insides (Schneider-Landloff et al., 2017). 3.2 The Model of TCI The TCI’s four-factor model is the central model for designing and analysing events in groups, regardless of whether they are being taught or meeting. Figure 1: The Triangle in the Circle In most professional contexts, encounters and forms of learning take place that leave no room for encounters with the subconscious. The reflection and visualization of the urges and needs that exist in the respective individual and between the members of the working group are pushed into the realm of taboos. The part covered (tabooed) by water of the iceberg, described by Freud thus, has an effect and threatens to stand in the way of humane and authentic cooperation. Therefore the reflection on one’s own (I) self stands at the beginning of a meeting of group members. Although it is always taken into consideration that the individual’s becoming is subject to social and historical restrictions (it comes from external conditions, some of which have become difficult to change), the challenge: “Be yourself” remains a central starting point and goal. “Only I and no one else can experience and represent my perceptions, ideas, feelings and thoughts for me, no one but me has my memories and desires and decides for me” (Matzdorf & Cohn, 1992, p. 71). The independent creation of my own image about experiencing and becoming aware of images of myself and others is encouraged by “...the way to the ancestors and the way to the others around me” (Langmaack, 1991, p. 41). Theme Centered Interaction in Critical Vocational Teacher Education 205 courage for authentic interaction with the students, becomes one main task of the vocational educational university teacher. Self-reflective awareness and authentic vulnerability at the same time can prevent and encourage technocratic understanding and implementation of vocational education and training. The principle of hope for human coexistence and learning must also be maintained in vocational training. References Amman, I. (1993). Das Dreieck in der Kugel. Spirituelle Aspekte der TZI. In: L¨ohmer, C. & Standhardt, R. (Hrsg.): TZI. P¨adagogisch-therapeutische Gruppenarbeit nach Ruth C. Cohn. Stuttgart: Klett-Cotta, 144–174. Cohn, R. (1969). From Couch to circle to community. 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Available from: https://www.researchgate.net/publication/320083 654 Social Dimensions and Participation in Vocational Education Proceedings of th e 2nd Crossing boundaries in VET Conference Rostock 2017 [accessed Apr 29 2018]. WILL-Schweiz. (2004). Lehrgang Ausbilder/in auf der Grundlage der TZI. St. Gallen: Werkstatt Institut f¨ur lebendiges Lernen (WILL). Zitterbarth, W. (2017). TCI and Philosophy. In: Schneider-Landloff, M. et. al. (edit): Handbook of Theme Centered Interaction. G¨ottingen / Bristol: V&R, retrieved from: http://www.v-r.de/ uploads media/files/eb 9783666451904 102307.pdf, 45– 49. Biographical Notes Dr Franz Kaiser is professor and founding director at the Institue for Vocational Education, University of Rostock in Germany. His lectures and research focus on vocational curricula and training regulations development, group dynamics, VET teachers, international research in VET, time concepts and the critical theory of ‘Bildung’ in VET.