Search

Young Turkish, Italian and Korean adults from migrant families in Germany who had obtained different educational levels were interviewed with respect to their concepts of private life. Their answers were compared to those of their German peers. Significant differences were found between young Turkish and German adults with lower levels of education regarding the prerequisites for establishing a family and the anticipated role allocation of the partners, but there were no interethnic differences between adults who had had a schooling qualifying for university. Independent of educational level, all persons from migrant families experienced greater influence by their parents as regards their family plans than their German peers, the influence being strongest in Korean families. Young Italians - as opposed to young Germans with profound secondary schooling - did not regard children and marriage as a restriction of their individual plans. All women emphasized aspects like the partner's social standing more strongly than the men. Especially Italian and Turkish women with a profound secondary education were much less oriented towards traditional role allocations than the respective groups with less educational experience.

The theoretical concept 'All-Day-Education' is a proposal to think and organise education for young people in its unity of cognitive training and identity-building: On this background the article is about an institutional form which combines and interlaces formal and non-formal settings, using the core elements 'lessons' and 'youth work', while keeping their specific institutional characters in cooperation. In terms of social theory the text deals with the question of participation and qualification in a democratic-capitalistic society and the tasks, functions and gaps of state schools, private lessons and civic clubs or societies.

"Civil society" is defined in terms of ideas originating with, among others, Ralf Dahrendorf. We ask why this notion remains so popular, but we will also discuss the critique of this concept. Ideologically and politically, its underlying agenda is diverse and multifaceted, which carries implications for adult education. Citizens' willingness to sign up to this agenda is described. We ask how political adult education can be, and is being, structured to foster civil society. In conclusion, we weigh what changes in our profession's self-image are required if civil society is to achieve educational diffusion. And we ask how far civil engagement can, and should, be taken in institutionalized adult education.

The article focuses on the celebration of the Weimar Republic's Constitution Day as part of the inner-school civic (Republican) education at the end of the 1920s in Berlin and Potsdam. Using the example of selected ceremonies in higher schools it can be demonstrated that Republicans tried to institutionalise the Constitution Day as a opportunity to teach and foster the republican spirit". Whilst at the same time, the state of the single school, its teachers, pupils and the parents and the surrounding political and social milieu counteracted these attempts. As a result, the ceremonies developed into occasions to express hostility against the Republic and presented frail opportunities for civic (Republican) education.

This article deals with the ambivalent situation of the science of education in the European higher education area. Special regard is given to one of its subdisciplines which might be circumscribed as philosophy of education. The article summarizes a recently published survey of the situation in Germany, with glimpses on how the discipline reflects itself and on how it is situated in Austria, Switzerland, UK, Spain and Finland. A brief survey of the so called Bologna process follows. This in particular shows the vagaries of unifying qualification standards in European higher education, pointing to the dramatic scenario the discipline finds itself in today. Finally, some conclusions regarding the future of basic research in education are drawn from the European Commission's report on EU-supported research.

The article reviews the present debate on educational funding where the existing in-put-oriented governmental financing system is challenged by more market-like schemes, such as vouchers. The latter approach starts from the assumption that quality oriented decision making concerning schools and universities will lead to higher quality and, thus, better education. The article presents and reviews the arguments and counter-arguments in respect to both approaches and discusses these arguments concerning their validity and empirical foundation. Although there are surely several points that need to be considered carefully, the author considers vouchers as being an interesting approach to improve the (German) education system, which at the moment struggles with a number of serious problems.

In the aftermath of World War II, educational imperatives of reorientation melded with Protestant popular traditions under the aegis of the church. In the eastern half of Germany - subjected as it was to social and political pressures and anticlerically motivated propaganda - freedom of maneuver became something of a hallmark for the church. At the end of the 1960s, to overcome the critical challenge posed by the political constraints in which it operated, the church lay special emphasis on educational activities. The aim was to stabilize identity and self-awareness for Christians living in a state with an atheist weltanschauung and incidentally do something about declining educational levels. Protestant adult education took the lead in unfolding uncensored informative and educational processes in parishes and in gender- or generation-specific study circles, operating among students and academics, in academies, art services, church meetings and open working sessions, through regional and urban-oriented educational institutions, as well as in social and ethical thematic groups, official committees, and in informal gatherings of friends and neighbors. From this discursive counterculture was born the protest potential of East German society, giving rise to a wide panoply of social-ethical groups under the wing of the Protestant church - kernels around which cristallized the democratically inspired civil rights movements and parties.

Intercultural Education in Austrian schools, is one of the ways in which Austria has reacted to the demands of immigration. Although already introduced in the early 1990s, practical guidelines for its implementation remain scarce - in schoolbooks, in daily teaching practice and in teacher training. A team of cultural anthropologists at Vienna University, Austria, has been examining Intercultural Education at schools in Austria, from a praxis-oriented standpoint. This article focuses on the results of language policies at schools that have a broad variety of cultures represented in their classrooms. It concludes that multilingual competences are barely acknowledged and that there is a significant need for a discursive form of teaching, in order to give pupils the opportunity to negotiate their (cultural) identities.

In the 1890ies, when the influx of immigrants was more intense, Brazil had a highly deficient school system and more than 80% of the population was illiterate. Some groups of immigrants put pressure on the government to have public schools, and others, particularly the most isolated groups in rural areas, invested in the creation of ethnic schools. The German immigrants in Brazil were a small group in comparison with some immigrants groups of other ethnic origins, but they were the ethnic group that invested the most in the ethnic school process. They encouraged school attendance and create a structure to support its functioning (association of teachers, newspaper for teachers, school to train teachers, pension fund, German-Brazilian school days, teacher conferences). These initiatives culminated in a significant production of school books. Up to the present we have identified more than 150 textbooks specifically designed for the German-Brazilian school. Furthermore, they published two newspapers for teachers (one Catholic and one Protestant) from 1900 to 1939 and the journal Das Schulbuch from 1917 to 1939. Since the school process among German immigrants in Brazil has not been much researched, the basic goal of our research was to locate their school books and to index them. Until now 134 textbooks have been located and indexed. This is a significant number if we take into account the conditions that prevailed at that time.

A.S. Makarenko's original concept of education in and due to the collective was propagated in the 1940s, cut according to the standard of that time and declared to be a Soviet national pedagogic. With the help of sources already known as well as some that were only recently made available, this article tries to illuminate the complex of questions connected with the process of Makarenko's canonization as an inventor and pioneer in the field of pedagogy which was started by a circle of friends and former pupils around the widow soon after his death (1939) and successfully finished before Hitler's aggression against the USSR.

The West-German historiography and educational debate about education in the former German Democratic Republic failed to adjust to the consequences of new archival evidence. The unification was not followed by a period of strong arguments about the specific nature of Communist education. The impact of the former very propagandistic system now open for questioning did not attract the full attention of scholars. The debate remained at a more formal and system-oriented level. A more sophisticated argumentation and comparison is rare. At times a virtual convergence with the West-German system created an artificial discussion with little substance. Only few researchers wanted to speak about the often harsh consequences of East German education. Such traumatization could be roughly compared with the postwar period after 1945. The special nature of this debate is the focus of this article. With teacher training used as an example.

This article is presented as the written version of the festive lecture and laudation to Oskar Anweiler on the occasion of the award of the honorary doctoral degree to him at the University of Leipzig. It is based upon the assumption that the comparison is one of the fundamental ways to the acquisition and extension of knowledge. The development of the comparative research methods coincided with the history of modern sciences and arts. However, this process has been loaded with semantic ambiguities inherent in the German language. While the application of comparative methods has pervaded educational sciences on the whole, Comparative Education is defined as the discipline having allocated constitutive relevance to this application. The state of the arts is exemplified by two recent German contributions which points the way to a laudatory appraisal of Oskar Anweiler's place in the development of the discipline. The article ends up in the interpretation of Nietzsche's visionary prediction of the age of comparisons.

In recent years general pedagogics has been criticized rather hard. In the first section of my article I will sum up the various criticisms that have been raised against it. In sections two and three I will attempt to put the criticisms themselves to a critical analysis. There will be two main conclusions: Firstly, criticisms are rather vague and not very differentiated. Secondly, they stick quite closely to conventional ideas about general pedagogics. That runs counter to what might be expected.

Setting out from elements of continuity in the school practice of East Germany after the political upheaval the article raises the question whether a school life of its own exists which made and still makes school relatively resistant to demands from outside. Some circumstances will be discussed which might have been significant for such a relative autonomy of school at the time of the GDR, e.g. the aspects of a dominant orientation of teachers towards their subjects, of a primarily pedagogical orientation of teachers, of a common sense' or of a specifical hidden curriculum. As a result of the considerations the existence of a relative autonomy of school of GDR can be confirmed. Its possibilities as well as its limits are tried to be shown in the article.

This article contributes to the uncovering of the creation of myths in educational theory. This is done by presenting the example of Theodor Litt's work in the Soviet-occupied zone. In the secondary literature the proposition that Litt had been exposed to growing pressure in the Soviet-occupied zone and that therefore he decided heavy-heartedly in 1947 to move to Bonn is to be found. These statements are qualified by the use of so far neglected sources. This contribution focuses on the question of Litt's reasons for his decision to leave the Soviet-occupied zone or rather on the question of the decisive differences (between Litt's position and the position of the rulers). After a contemplation of Litt's politico-educational biography these differences cannot only be seen in his disapproval of the totalitarian educational policy of the state, as it has been stated recently in a publication by Benner and Sladek. Rather Litt's anti-reformpedagogical' position concerning school and university politics became highly relevant also in the Soviet-occupied zone and played a significant part in his decision to leave.

This article concentrates on the establishment of adult education as an independent discipline within the field of education and the thematic spectrum of the journal Bildung und Erziehung. Paralleling the comparably late development of the theoretical foundations and the institutionalisation of adult education, this article describes the phases of research in adult education beginning in the 1950s. The University of Bochum particularly influenced this process because it was the first University founded in the Federal Republic after World War II and established a differentiation and specialization in the subject of educational studies. The author, who has been the co-editor of Bildung und Erziehung since 1975, points out the scientific orientation and the independence of the journal's particular interests. As far as adult education is concerned, recent articles are dealing with current reform projects such as the Delors Commission, the report of the Commission on Education of Northrhine-Westfalia and more general the situation of international literacy in 1996. In addition to the contents of those volumes particularly concentrating on adult education, such as Conceptions of Adult Literacy, Professionalization in Adult Education, Media in Education and the Protection of the Youth, Concerted Action Further and Continuing Education and International and Comparative Adult Education, the author also refers to future perspectives of adult education and the importance ofthe representation of adult education in the journal Bildung und Erziehung.

The article sketches out the educational discourse on and in anthropology as led in Bildung und Erziehung (BuE) from start to 1997. It gives this sketch alongside with a description of the respective debate in the educational science in West-Germany at the same time. This anthropological discourse then has its characteristic ups and downs. It starts with theoretical aspirations towards an idealistic educational anthropology, knows some controversal fury on the scientific aim and the direction of research, declines to a narrow and self-referential debate by the end of the 70th, and springs up again in our decade. This historical course is mirrored in BuE. The anthropological report here is characteristically inclined towards an idealistic debate. This shortcoming, though, seems to be overcome since short.

This article describes the establishing of vocational education as a subdiscipline of educational science and its extension towards data based empirical studies. With the continuing institutional crisis of vocational training and education in Germany not only the relationship between education and employment is changing, but also that of vocational education and educational science.

Starting in 1948 the journal Bildung und Erziehung pursued three main aims: to inform about international developments in education, to enhance comparative research in educational studies, and to discuss the relations between educational policy and practice with the theory and philosophy of education. The article investigates three volumes of the journal: 1948 - 1968 - 1990. They represent three turning points in the history of German education which found their expression on the pages of Bildung und Erziehung.

In this article the current discussion about the effect of mass media depictions of violence has been summarized. The authors argue a learning theory position, i. e. negative effects by showing violence are considered to be plausible. This is true particularly for problem groups, which is why the authors present the new approach of problem group analysis. In spite of the dangers of violence on the media they are warning against precipitate censorship

Das Bildungssystem ist notwendiger Weise in Konflikte verwickelt, wenn Normen und Wertsysteme des Staates mit denen seiner "Minderheiten" nicht ubereinstimmen und aufeinanderstossen. Die Auswirkungen erreichen unmittelbar die Alltagspraxis der Schulen, insofern, als sie Einstellungen und Verhaltensweisen von Schulern und Lehrern beruhren. Ein Vergleich der gegenwartsbezogenen estnischen und der historischen tschechischen Nationalitatenprobleme (Analogien und Unterschiede) schliesst sich an.(DIPF/Sch.) Education is necessarily involved in conflicts of expectations, goals and contents, whenever the norms and value systems of the State and the "minorities" collide. The texture of conflicts has an immediate impact on the "grass-roots" level of the school system, insofar as it concerns attitudes of students and teachers as well. The crucial question of the paper is based upon the assumption that the identification of aims and objectives, their implementation in syllabi and textbooks and, last but not least, their transfer to the educational and instructional practice are dependent on the prospect of whether and, if yes, to what degree the two ambivalent components of education can be harmonised. This theme is analysed by exemplifying the historical case of the first Czechoslovak Republic and the contemporary case of Estonia. (DIPF/Orig.)

The article is based on the A.'s experience in European co-operation at the level of educational administration and school management and discusses the role of the growing European integration for the autonomous development in the individual countries, the already existing different forms of practical cooperation between schools and universities and new prospective activities in this area. The Netherlands have developed a broad range of different projects on an international scale, including recently also East European countries

The article deals with the main aspects, traditions and recent developments concerning the attitudes of the Italian school curricula and the Italian national culture towards the process of the European unification. Italy has constantly supported the European dimension in education in an international framework; textbook, nationally prescribed curricula, teachers' preparation strongly emphasize the importance of this dimension. Also the new federalistic and regionalistic movements do not deny this trend, although they put a more acute accent on the political and economical factors than on the humanistic and cultural ones

European integration is more than only economic integration and political co-operation, it has a cultural basis and educational aims. The article deals with two dimensions of the European process : first, five areas of critical developments (youth situation, intercultural relations, ethnic conflicts, deflation of moral values, materialistic thinking) are characterized; second, the main tasks for teacher training, with special emphasis on Poland are identified : the broadening of the intellectual horizon, creation of an European cultural identity, education of an autonomous personnality, the acknowledgement of value oriented education, and critical attitude towards the mass media

This article investigates German reading literacy skills among the German minorities in Belgium, Denmark, Hungary and the Russian Federation and compares the results with findings on corresponding West German groups. Data were available on 3rd/4th and 8th grade students. They had been collected in 1991 in the context of the IEA international Reading Literacy Study. The findings are not confined to the observation of literacy deficits among those groups for which the actual language and minority policy of the state has prevented a school system to develop which would meet the officially announced expectations. However, analyses of details allow to conclude that only the consistent use of German as the language of instruction across all subjects will be followed by adequate levels of reading literacy and that this policy has to be buttressed by the provision of media which maintain or open access to the German culture

L'A. cherche a cerner les mecanismes psychologiques qui permettent aux jeunes filles de s'aventurer dans les disciplines des sciences de la vie et des sciences exactes et pour ce faire, il compare les choix et les orientations scolaires des etudiantes d'ecoles non mixtes avec ceux des etudiantes d'ecoles mixtes

Selon l'A. l'« International School of Hamburg » est un bon exemple d'une ecole internationale typique qui permet a ses etudiants d'etre admis dans les universites de plus de 50 pays

Bildung und Erziehung 43 (1990) 1, S. 57-78, Vor dem Hintergrund der unterschiedlichen Entwicklungen in den beiden deutschen Staaten und deren Wiedervereinigung gibt der Beitrag über grundsätzliche Unterscheidungsmerkmale des Lehrerberufs in der DDR und der Bundesrepublik Deutschland. Näher betrachtet werden hierbei besonders die Aufgabenbereiche und Tätigkeitsfelder, Möglichkeiten des Berufszugangs und Arbeitsmarktchancen sowie bildungspolitische, arbeitsrechtliche und pädagogische Bedingungen der Lehrertätigkeit. (DIPF/paul), Different educational goals as well as development of society in the frame of alternative political concepts changed the situation of teachers and their work in the two Germanies during the last 40 years. In the moment of "revolutionary" changes of society and politics in the GDR in November 1989 it is worth to give an overview on some fundamentals and central topics of the teaching profession, such as aims fixed by legislation law, expectations of society, entrance to the teaching profession, working conditions and social characteristics of teachers in Western and Eastern Germany. Beside all differences similar conditions of historical tradition, educational expansion and its problems since the seventies as well as changed demands by a new generation of pupils give the framework which makes teachers still fell obliged to solve conflicts between the individual and the society as regards the interest of their pupils. On the other hand the development of the past 40 years has produced new circumstances which make teachers often ask for legal solutions and advice in everyday work instead of using their "freedom" to innovate the educational process. Namely in the GDR there are new conditions to this problem to be expected. (DIPF/Orig.)