Insel als Schule: Campes Robinson der Jüngere zwischen Erzählpädagogik und Überlegungen zum Einsatz im Deutschunterricht. Narrative Ordnung, exemplarisches Handeln und Perspektiven für den modernen Literaturunterricht

This article examines how Campe transforms Defoe’s Robinson Crusoe into a structured pedagogical narrative that models rational action, moral order and guided perception for young readers. It highlights the variety of didactic interventions—ranging from the precise organisation of daily activities to the framing function of the father figure—which have not yet been systematically analysed in previous research. The study argues that Campe’s didactic reshaping of the Robinson material creates a controlled learning environment that replaces psychological depth with exemplary action. Finally, the article outlines how the text can be used productively in contemporary German and DaF classrooms, where its historical distance and narrative design offer rich opportunities for analytical, cultural and intercultural learning.