Abstract

Coping with death in the classroom. A trajectory for beginning primary school teachers To support beginning teachers in primary education to deal with death in the classroom, a community of practice developed a trajectory for a pedagogy of death. Negative pedagogy, a movement within humanities pedagogy, was chosen for the theoretical foundation of this trajectory. Negative pedagogy is about the beginning of formative processes and their development. Gadamer’s hermeneutics is an important source of inspiration. Buck adopts from Gadamer that negative experiences are at the beginning of formative processes and that the course of these processes has a circular structure. Koller criticizes Gadamer and Buck, because they assume that there is continuity between the old and the new horizon. This makes it impossible to learn something completely new. To solve that problem, Koller follows Waldenfels who developed a phenomenology of the radical strange. When confronted with the radical strange, the old horizon is set aside and a new horizon emerges. According to Koller, this involves crisis situations, including the loss of a significant other. Furthermore, Buck and Koller adopt Gadamer’s idea that the humanities are about historical knowledge. That means, we cannot give recipes for the pedagogical action because each child is unique and each situation is different. However, we can practice judgment by reflecting with teachers on cases.. In this way, we offer them an action orientation for future situations in the classroom.