Raumbezogene Handlungskompetenz

Abstract

Concluding Robinsohn (1967), who thought of education as configuration to behaviour of the world and the aim of education as aim of behaviour, the author initiated space-oriented behavioural competence as a headline goal of geography in school. Although the definition found wide acceptance, the definition of space-oriented decision-making and responsibility was proposed to be an alternative (Hasse 1980, 1986; Thöneböhn 1986, 1995). In the “fundamentals and references …” (2003) as well as “educational standards …” (2008) the definition of space-oriented decision-making and responsibility has been declared as headline goal of geography lessons. Concluding previous critical definitions of space-oriented behaviour and space-oriented decision-making and responsibility (primarily 1989, 1997), this article will contemplate the three components of space-oriented decision-making and responsibility competence, namely space, decision-making and responsibility and competence on a critical basis. The review will clarify if all components together subsume the goals of geography lessons. This is expected from a headline goal. Precisely: Is the construction of decision-making adequate to subsume the individual components of geography lessons? Is competence what geography lessons aim for? And finally, to which space-oriented construct does decision-making allude to? The result of this article should lead to an analysis of a conceptual construct, in which requirements of a main aim are fulfilled and conducted to geographical teaching and studying.