DEALING WITH PHYSICAL AGGRESSION WITHIN T HE FRAMEWORK OF AN EDUCATIONAL CONCEPT OF SELF-DEVELOPMENT AND SOCIAL-DEVELOPMENT - OR - DISCUSSING PHYSICAL AGGRESSION WITH PUPILS

In order to deal with physical aggression in schools it is necessary t o develop an educational concept in which the teachers parallel to the ir observations of the subject orientated learntrack include the relat ionship- and the selfdevelopmenttrack (three-track-education). In this concept of classifying dialogs which follow the conflict situations h ave equal importance to other events during school-lessons. The dialog s take place parallel to the lessons. This method requires a flexible organisation of the lessons in which the pupils are used to work on th eir own. An extension of the teachers competence is necessary. The ext ension of competence is related to a close observation of social event s and to a development of models to explain the problematic behavior o f pupils. If it becomes possible for example to interpret part of the pupils' behavior as scenic acting this new point of view may lead to n ew solutions. The educational concept is orientated on a model of psyc hoanalytical explanation in which the current situation stands in the foreground. The problem which thus becomes apparent can be now be hand led by reconstructing the exterior events (interactions) and by the sy mbolic presentation of the interior perception (annoyance, anger, rage ). Thus the pupils learn to deal with their inner turbulences in a con structive manner. For the acting in the public forms of making amends are practised. Physical aweness and fitness is seen as an important ba se for self- and social processes. The work of a man within a boys' gr oup and of a woman within a girls' group offers the possibility of sex ual identity.