There was an objection to my blog "school fight - 'as requested'?" From 14.07. I had too much lifted out, go the red-green coalition in NRW, it unequivocally in their school reform to the unified school.
Such objections surprised me in many ways.
literary first: If Homer's legend of the Trojan horse since fallen completely into oblivion?
If, for example, Max Frisch's "Biedermann and the Arsonists" from 1958's subtitle: Wear "A lesson without teaching" really right and also no longer be listed, or read?
The students of grade 9, with which I had in the seventies on Görres-Gymnasium in Dusseldorf read this piece, and a parents 'evening also included, will have certainly made their verdict on `Mr. Biedermann', who looks ultimately to act, as two sinister characters settle into his house and the attic Explosives accumulate and fuses. (Biedermann: Is it really fuel in these casks iron ring? Us do not trust Biedermann:. I'm just asking)
Well, finally, was it fresh themselves, who asked the critical question, "can what literature in general"
amazes me is why the argument even more so in general political terms.
An editor of the RP is concerned at 20.7. first with the Hamburg school reform, and then writes: "Unlike in NRW. Prolonged learning together is according to the coalition agreement only (as yet) provided in the school system and in the new community school"
It sounds like the coalition had only in the sense that in NRW existing School structures add only a little more. - Regards from `Mr. Biedermann '.
tell Without any arrogance I mentioned the political editor (in age in the early thirties) like here in the seventies of the last century.
In the course of introducing new tactics over the decades and through the unity schools, the project was then called "school development plans. The Institute for Education Development Research in Dortmund Prof. Rolff had to arrange for their theoretical leadership of the school plan, the municipalities, the school forms together to stage schools. That was just, economical, offer more Ways of differentiation, all types of schools could in principle remain contained, etc., etc. it was advertised.
The city of Dusseldorf had written a plan of school-level units - there is still a copy for future reference in the archives of the School Administration Office.
There should - as I recall - for example in the building of the (no longer existing) Görres-Gymnasium, a pure secondary (for pupils in the region) will be accommodated and, for example in the building of the (no longer existing) Luisa have been a pure upper secondary school
(It may also be reversed, no matter, important is the principle of Rest can be found.)
This was a school policy and school reform under the guise of urban economic and planning activities. And you can see, that even then the decentralization, implying a shift from school ultimately reformist decisions at the local level to the whole appearance of the area-wide impact was taken. Similarly, a principle is apparent that gains in importance today: In light of declining pupil numbers have local councils can make really serious thought, what types of schools they want to finance together.
Is it not tempting to choose a form of school (in this case, the "Community School"), in it is, and the secondary school education and the school remained basically get it?
And if it is for such a type of school then are also special incentives?
Also with the co-op school (actually "cooperative comprehensive school") at the end of the 70s it was ultimately a precursor of the (integrated) comprehensive school, ie, the comprehensive school as the target.
Both projects have failed because the citizens have it rejected by a majority.
Not least because we know in politics: It is feasible that citizens do not always equal to confront them with the objectives; on strategically selected intermediate steps to get easier to target. From
Beust and the Hamburg Greens while the steps too large, which has brought them to falter and eventually the core of the Hamburg school reform to failure.
I have not the ability of Mr. Biederman, who in the final scene of the above-mentioned theater piece the arsonists also are more matches and the front of his wife so justifies, "If the true arsonist would you think that would have any matches?"
I think you should have the ability and the courage behind all the details again and again - to see the clear emerging targets and clear to call them by their name - and in so many party programs.
For since emerged - in many shades and always new name - unmistakably something on which one to use his honest name - can confidently call a "comprehensive school".
And so I'm surprised the objection.
Wolfgang clip in July 2010
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