Bewährung und Anerkennung als zentrale Elemente in der Biografie eines reformpädagogisch bewegten Lehrers: Willy Steiger (1894–1976), eine Fallstudie

Title Alternative:Proving Oneself and Being Recognised as Central Elements in the Biography of a Reformist Teacher: Willy Steiger (1894–1976), a Case Study
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Národní pedagogické muzeum a knihovna J. A. Komenského
Technická univerzita v Liberci, Fakulta přírodovědně-humanitní a pedagogická
This paper analyses the curriculum vitae and biography of Willy Steiger (1894–1976), who is understood here as an example of a teacher committed to reform pedagogy. Based on autobiographical material and an analysis of the curriculum vitae, I point to central motifs in Steiger’s life that explain both his pedagogical commitment and his acting in other contexts: the demand to prove oneself in life and the desire to be acknowledged by others for one’s commitment. I suggest that such central motifs can be understood as patterns of interpretation, following Oevermann. Since they are reconstructed here from biographical material, I speak of biographical patterns of interpretation. However, in order to address the central motifs identified with Steiger as patterns of interpretation not only hypothetically, they would have to be shown in a larger number of cases, since patterns of interpretation are understood as collective meanings.
Willy Steiger, reform pedagogy, teacher biography, biographical research, patterns of interpretation