During lectures, I try to offer a wide spectrum of psychoanalytic, pedagogic and clinical topics. Apart from lectures about the theoretical basics of psychoanalysis, during the last semesters I have held several seminaries about clinical practice.
A main point of interest of the lectures about psychoanalytical pedagogy lies in the transformation of clinical findings in the social field. Current and historical questions of education and upbringing are being investigated from the psychoanalytical perspective and dark patches of educational questions can be illuminated. Cultural, educational and psychoanalytic findings and knowledge are being equally considered.
I personally find it important to first teach basic contents so that critical discussions can be held in front of a secured background of knowledge. Questioning supposed certainties is an important goal which is connected to the ability to compare different perspectives. Psychoanalysis is said to be the only self-reflecting science which is the leading motto of my lectures.
My research activities are primarily based in the field of human and social sciences. They deal with a lot of questions that are based on and combine psychoanalytic, educational and cultural findings.
Topics are: the analysis of changing concepts of education and upbringing, and their connections to cultural changes (modernization of the soul, structural change of the psyche), the psychoanalytic foundation of a pedagogy for behavioral disorders, the psychological and social situation of children and adolescents with special needs in the emotional and social development (ADHD, delinquency), the (scholarly) inclusion and the conflict between the individual and the society. What interests me immensely, is how the individual develops and in which way it is part of its surrounding society.
Thus, I try to refrain from conventional findings and ways of thinking which I think is a genuinely psychoanalytic task. Additionally, I have been part of several empirical projects in the field of educational research.
2012-2019 Ahrbeck, B., Fickler-Stang, U., Lehmann, R., Weiland, K.: Anfangserfahrungen mit der Entwicklung der inklusiven Schule in Berlin – eine exploratorische Studie im Rahmen von Schulversuchen" (AiBe). Senatsverwaltung für Bildung, Jugend und Familie. Humboldt-Universität zu Berlin
2014-2015 Ahrbeck, B.; Fickler-Stang, U.; Friedrich, S.; Weiland, K. (2015): Befragung der Elternvertreterinnen und Elternvertreter zur Umsetzung der Inklusion in Nordrhein-Westfalen. Forschungsbericht. Berlin: Humboldt-Universität zu Berlin.
2008–2009 Ahrbeck, B., Lehmann, R., Fickler-Stang, U., Kretschmer, A., Maué, E. (2009): ENEBS. Evaluationsstudie Berliner Schülerfirmen. ASIG, Senatsverwaltung für Bildung, Wissenschaft und Forschung, Berlin, Humboldt-Universität zu Berlin