Education and Society in Germany

By H. J. Hahn | Go to book overview
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68.
H. Glaser ( 1989), Kulturgeschichte der Bundesrepublik Deutschland. Zwischen Protest und Anpassung, vol. 3, Munich, p. 161.
69.
W. Harenberg (ed.) ( 1985), Wozu noch studieren?, Spiegel-Buch No. 64, Reinbek b. Hamburg.
70.
U. Müllges ( 1996), Erziehung und Bildung. Analysen ihrer Theorie und Wirklichkeit, Frankfurt/M., p. 55.
71.
Jürgen Oelkers ( 1994), "Zur Erziehung verurteilt. Nach fünfundzwanzig Jahren: Die Folgen der emanzipatorischen Pädagogik", reprinted in Bildung und Wissenschaft, Nr. 4, p. 13.
72.
Statistisches Bundesamt (ed.) ( 1987), Statistisches Jahrbuch für die Bundesrepublik Deutschland, Stuttgart, p. 111: unemployment rate for graduates: 3.9 per cent, compared to 50.8 per cent for people with no qualifications.

TEXTUAL STUDIES

1. Helltmut Becker, 'Demokratisierung von Bildung'

Was heißt Demokratisierung von Bildung? Das heißt, bezogen auf die Bundesrepublik, für derung statt Auslese und Ersatz eines vertikal gegliederten Bildungswesens durch em horizontal gegliedertes, das heist Abbau der Schranken zwischen den drei Formen der Schule, Erleichterung der Übergänge, Überwindung der schichtenspezifischen

Frühauswahl durch Ausbau der Kindergärten und der vorschulischen Einrichtungen,5
das heißt in der Sprache der Schulsysteme Orientierungsstufe im 5. und 6. Schuljahr, das heißt Gesamtschule, das heißt aber auch wissenschaftsorientiertes Lernen für alle, Überwindung der harten Trennung zwischen allgemeinem und beruflichem Lernen, zwischen Theorie und Praxis, das heißt Abbau eines schichtenspezi
fischen Zensuren- und Examenssystem, das heißt tiefgreifende Veränderung des10
Bildungssystems vorn frühen Lernen bis in die ständige Weiterbildung das ganze Leben hindurch.

( Hellmut Becker, "Bildungspolitik", in W. Benz (ed.) ( 1989), Die Geschichte der Bundesrepublik Deutschland, Frankfurt/M., vol. 1, pp. 330f)

Commentary

(numbers in parenthesis refer to line numbers in the text)

Written in a rhetorical, emotional style, the passage states the various deficiencies of democracy, as far as the education system is concerned. It summarizes the major arguments for educational reform, especially during the late 1960s. The first seven lines highlight contrasts: those between the selection and support of children from different backgrounds (3-5), between a school system that separates children

-133-

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