Gesichtsmasken im Unterricht

Zusammenfassung: Neben dem Einhalten von körperlichem Abstand gehört das Tragen von Gesichtsmasken zu den wirksamsten und am besten untersuchten Verfahren, um die Verbreitung des Virus SARS-CoV-2 zu verhindern, insbesondere deshalb, weil diese Verbreitung durch asymptomatische Personen erfolgen kann, wie dies bei der derzeitigen Covid-19-Pandemie der Fall ist. Das Bedecken der unteren Hälfte des Gesichts mit einer Maske reduziert jedoch die unbewusst ablaufenden Fähigkeiten, zu kommunizieren und den Gesichtsausdruck anderer zu interpretieren und nachzuahmen. Positive Emotionen können überschattet und negative Emotionen verstärkt werden, wenn man den Mund des anderen nicht sieht. Auch die für den Menschen typische emotionale Mimikry (d. h. das wechselseitige Imitieren der Emotionen des jeweils anderen), die (auch dadurch erfolgende) emotionale Ansteckung und Emotionalität im Allgemeinen werden reduziert und damit letztlich die zwieschenmenschliche Bindung, z. B. zwischen Lehrenden und Lernenden. Da Emotionen eine wichtige Triebfeder für den Gruppenzusammenhalt sind, kann die verminderte Emotionalität, insbesondere die verminderte positive Emotionalität, das reibungslose Geschehen im Klassenzimmer beeinträchtigen. Angesichts der Tatsache, dass Lernprozesse durch Emotionen bekanntermaßen beschleunigt oder überhaupt erst ermöglicht werden, ist es wahrscheinlich, dass Gesichtsmasken zu einer gewissen Beeinträchtigung des Lernerfolges führen können. Das Für und Wider von Gesichtsmasken in Schulen sollte daher sehr ernsthaft und gründlich erwogen und von Lehrern und Schülern diskutiert werden. Die für den Unterricht Verantwortlichen sollten die Vor- und Nachteile in der spezifischen Situation der Schule abwägen und eine informierte Entscheidung im Hinblick auf die Anwendung von Gesichtsmasken im Unterricht treffen.

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