Free Spaces and 'Pedagogical Protection': On the Asylum Theory of Ortwin Henssler and Its Implications for Education

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

10

Theories; Educational Theories; Educational Environment; School Space; Space Utilization; Children; Child Safety; Foreign Countries; Refugees; Educational History; Well Being; Inclusion; Sense of Community; Intellectual History; Modern History; History

Japan; Germany

10.1080/00131857.2022.2094246

0013-1857
1469-5812

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

As Provided

2024

EJ1406940