I Want To Show My Boobs In College

Über Kompetenzorientierung, Bildung, Deutschland, die Türkei, den Islam und das Christentum

President Christian Wulff, visited on 3 October 2010 in Bremen - 20th Anniversary of German Unity - said: "... .., Islam is now also on Germany "
And on Oct 19, 2010, in Ankara, before the Grand National Assembly of Turkey, he said:" Christianity is without a doubt on Turkey "
These two statements - along with their contexts - broad and intensive debate and raised a variety of opinions about it evoked.

The longer and the deeper one of the affected subject area reflects the more you realize that education - even a rather wide - required is to find answers to whole set of questions that open up here immediately ...
this sentence you agree with?
If I had but said: "There are many skills needed to ...". Would you have voted for it?

A growing number of scientific and educational educationally active high school teachers is not this conceptual difference as equivalent, and they would certainly not indifferent.
The criticism of the substantive education reforms that have been promoted since PISA, and in particular the move away from "education" as a goal - to something new, which is named with "competence orientation" is growing steadily, and warning Voices are getting louder. Last
very clear at a conference in Cologne, which - founded the Society for Education and Science "- after the" now a club called Frankfurt appeals against the technocratic reversal of the education system by 2005. "
The warnings of the speakers of this event were agreed in the direction that 'competence' and 'output orientation' - combined with a belief in the full information value of standardized national and international tests - only parts of the reflected to what the ultimate goal of education and training processes.
particular, emotional, ethical und soziale Fähigkeiten, der beständig wachsende Aufbau einer individuellen Lernkultur und Kultur, Meinungen und Kritik auf der Basis einer Metaebene, u. a. blieben im Rahmen der Testverfahren und der daraus gebildeten Rankings so gut wie unbeachtet – so der Vorwurf.
Auch die Eigenschaft breiten Wissens, vor allem zunächst nur Voraussetzung zu sein für analytische und synthetische Verstandestätigkeiten, schließlich für umfassende Urteilsbildung, blieben auf den Fotoplatten der Wissens- und Kompetenztester sozusagen unterbelichtet.
Vor allem aber fehle es den kompetenzorientierten Bildungskonzepten am Verständnis dafür, dass Bildung ein Begriff ist, der etwas Ganzheitliches meint; etwas, das nur als gelingendes Interaction of its parts deserve that name: the ability to put together on the content level you're looking for as well as the convergence of an organic whole on the side of the person.
that some critics while the economy is assumed to support their claims on the goals of school and college a type of graduates, for it is the - only it seems - is best, in many respects to be a 'marketable', should here are not concealed.
My interest here, however, is to examine the example, if the assessment and sufficient answer essential questions already `'sufficient or whether it is comprehensive but the imaginary` education' skills needs.

Let's back to the two sets of the Federal President.

first "... Islam is now also on Germany "
What you have to -. to adhere to that taken by the Federal President connection - to know about Islam, about its socio-political and its religious significance?
What you need to know about its history and its importance to present forms?
To get knowledge about Germany - politically, historically and in particular on the current understanding of ethics and religion?
What you need to know about the compatibility of the principles of Islam with the principles our Constitution?
What does the verb "to belong"? - Is that as in the statement: `In the winter is snow ', or, as in:` jam is part of the highway?
If the word "also" Islam equal footing with other, and if so, how?
What justifies the assessment that it was "now" so?

crucial in our context, however, is: Do you need to answer these - and many other relevant here - Ask a comprehensive, networked education, or extends a number of individual skills?

second "Christianity is without a doubt on Turkey."
What you have to - to adhere to that taken by the Federal President connection - to know about Turkey, its socio-political and religious about their history?
What you need to know about Christianity in Turkey, its history in this territory and its present conditions of life there?
To get knowledge about Islam and Sharia law in its claim against other religions?
What justifies a finding that it was "reasonable doubt" as, and shares the Turkey this view?
And that's a different understanding of "belongs" when, in a case of "now" and in the other case "beyond reasonable doubt" to add? - That will be but certainly not in the case of such guidelines in two corresponding words of the President have been a random or arbitrarily devised choice of words.

Even here, however, is what is crucial in our context: Do I need to answer these questions, the critical discernment of the educated or enough what a test to standardized tests of skills in order to answer these and many other questions about the second sentence of the Federal President can ?

And generally, the question of whether it is enough to the "Age of Enlightenment" may say something that you look up at the cheapest im Lexikon oder im Internet finden kann oder bedarf es der - in breite Bildung gebetteten- einordnenden Sicht, um den gewaltigen Umbruch zu verstehen, den der geistige und über so viele Jahrzehnte laufende Prozess der Aufklärung bis heute auf den Weg in unsere mitteleuropäische Gesellschaft gebracht hat?
Kann man sich begnügen mit dem Aussprechen von Zitaten wie „Wage es, dich deines eigenen Verstandes zu bedienen!“ oder sollte man die Dimensionen von Freiheit und Verantwortung, die (u.a.) darin liegen, erst wirklich verstehen?
Kann man Begriffe wie „Mündigkeit“, „Menschenrechte“, „religiöse Toleranz“, „Trennung von Kirche und Staat“ aussprechen as in a read off unit or you have to understand first, the immense new horizons (opportunities and risks) will open up the individual, if the decision-making responsibility can not leave it embracing society, but when it myself - to make decisions - and all alone responsible and has?

I think the people brave, which is about `euromaxx 'or in another speech rounds of the public express their views on the key word" integration "because I'm certainly not the only one who assumes that they do so only if they had at least almost owned sketched above education are - or are there too many frivolous self-promoter (und Moderatoren) im Fernsehen..?

Für die Schulen und ihre Schüler jedenfalls sollten wir wirklich darauf dringen, dass die gegenwärtig vorherrschende pädagogische Meinung, das Testen der Ergebnisse von kompetenzorientierten Lehrplänen sei hinreichend als Kontrolle des `Outputs´, stets ergänzt wird durch die Forderung, Schule habe nicht mehr und nicht weniger als „Bildung“ (und damit auch Erziehung) zu leisten - als unabdingbar zum Wesen mündiger Individuen gehörend.

Auch das ist für mich ein – bis heute gültiger – Auftrag aus dem Geist der Aufklärung.

Best Irons On The Market

Das Prinzip Ascheberg

Das Prinzip scheint zunächst einfach und vielfältig from nature: A case is built up and then you wait for victims.
The spider, for example: it spans a network of strategically located, waiting for insects to fly into in a hurry, with a view supposedly close worthwhile goals, and especially without the necessary visibility into the network. The rest is known: The insect will pay for his expensive mistake, the spider will get the benefit.

we look after this mountain ash, I promise: It's worth a closer look!

ash Berg, located in the south of the Münsterland. One has about 15,000 inhabitants. There are 25 miles to Münster, 29 km from Hamm, 22 km from Ahlen (each from center to center). Seats in the City Council: CDU 16, UWG 8, 5 SPD, FDP third
We find three primary schools, a primary school, secondary school and a special school. Given here in the context of particular interest student numbers for 2008 were: primary school 232, junior high school 484, 98th Special Education called Other types of schools and levels, visit the website of the town: ". Secondary schools with upper secondary education are located in neighboring municipalities Werne, Lüdinghausen, Northern churches and Münster

This school structure is no longer valid, because everyone in April 2009, a school policy decision taken:
We have a "PROFILE SCHOOL Reviews
" After has voted in a poll of parents 3 / 4 of guardians for the "profile schools ascheberg," the mayor of the municipal council was commissioned on 06.10.2009 unanimously to ask the Education Ministry to the permit application. "(Source: Website of the Municipality)

The "Educational Approach" is now no way to `local Mist 'grown, but it has country-advised educational policy`' can be: "In recent months, a group consisting of principals and teachers of all types of school in North Rhine-Westphalia, the educational concept for such a school worked with influential sections. We have therefore sought school profile school Ash mountain called "(Päd concept, p. 6)
The structure is essentially this:
In stages 5-8 of common teaching in the classroom, supplemented by a" profile ". Latin, French, Home Economics and Technology or natural sciences (biology, chemistry and physics).
from in the grades 9 and 10 common teaching in the classroom with the "Profile End": English, Dutch, sport and health, mathematics and computer science, orchestra or technology
and (in 9 and 10) two performance levels in the subjects German, English, mathematics and science.
suction. "Self-directed learning" ("Sailing") is at the center and takes you alone so the grades up, because the word "transfers" means:
is "In the school profile Ascheberg alterations to the rule. Repeating a class is not necessary. Instead, the school responded flexibly and effectively with individual support to small and large performance problems. Parents have the right to repeat a class to let their child "(p. 27)

And to the accounts it is said." At the end of Grade 10 will take place the centralized examinations of NRW. The school profile Ascheberg forgives all accounts and permissions of the secondary, die in Hauptschule, Realschule, Gymnasium und Gesamtschule vergeben werden ...“ (S. 27)
Und ein erstaunlicher Zusatz besagt: „Die Abschlussbedingungen werden in einer gesonderten Abschluss- und Prüfungsordnung festgelegt.“ (S. 27)

Nicht unterschlagen werden soll in diesem Zusammenhang, dass das pädagogische Konzept lang und breit ausgeführt wird und sich durchaus – wohl nicht nur für die Laien-Bildungspolitiker im Rat – als attraktiver Text darstellt.
So heißt es z.B.: „Speziell ausgebildete Förderlehrerinnen und -lehrer und sozialpädagogisch ausgebildete Fachkräfte ergänzen die Lehrerschaft, um dem besonderen Förder- und Forderkonzept gerecht zu werden.“(...) „Die Pädagogen sorgen durch schriftliche Vereinbarungen zwischen Schülern, Eltern und Pädagogen dafür, dass das Erreichen der vereinbarten Erziehungsziele gelingt.“ (...) „ Die Pädagogen nehmen alle Schülerinnen und Schüler in ihrer Individualität und Einzigartigkeit wahr und unterstützen sie in der Entwicklung zu einer selbstbewussten Persönlichkeit, die in der Lage ist, eigene Interessen zu definieren und selbstverantwortlich zu handeln; sie helfen ihnen eigene Stärken und Schwächen zu erkennen, Strategien zu entwickeln, die eigenen Ressourcen gut zu nutzen und weiterzuentwickeln.“ (...) „In der Profilschule Ascheberg wird ein Raumangebot geschaffen, das im Bereich der Klassenräume, der Teamräume und der Fachräume den Anforderungen der Teamschule und des selbstgesteuerten Lernens in der Ganztagsschule Rechnung trägt. Die Materialausstattung für Klassenräume mit zum Teil speziellem Unterrichtsmaterial wird dem Anspruch der individuellen Förderung gerecht. Um eine zeitgemäße Medienpädagogik zu gewährleisten, werden Räume mit Internet und Beamer ausgestattet. Über eine darüber hinaus gehende Ausstattung der Schülerinnen und Schüler mit Laptops soll in den Schulgremien entschieden werden, wenn ein noch zu entwickelndes Medienkonzept der Schule vorliegt.“

So weit Ascheberg, das klingt alles gut, teuer und pädagogisch ambitious. - Classify high time the whole with a view of the whole state of NRW:

The company "profile school understands sent not to sell itself as a traditional comprehensive school, but as in the context of § 25 of the Education Act possible" school experiment ". And even though the whole thing quite as comprehensive school could have been.

Not only therefore is the "school profile mountain ash" in more ways than initially a mystery: How did

to the above advice from a 'state-wide planning committee', which provided so apparently the structural and pedagogical approach?
How could we be sure make promises to educational personnel to elaborate concepts?
How could one be sure to make promises to complex spatial and material resources?
could be such a thing but really only from the - resulting stark preference for community schools - recently announced by the Minister.
On the whole, how could the whole thing in advance to fit in so well with the reforms of the SPD-Green minority government, and - flying through the intermediate stage of a desired number of so-called "community schools" to a pure 'school for all' - to pass the party's programs do?
Was the choice not only in May 2010?

mystery - But only if you believe in coincidences, and generally like to consider only the surface. The understanding should m. E. start with the existence of the concept in the ash Berger is the author and source-called control group in the country NRW ("... a group ..."), which such a concept could develop.
who has set up this committee? When? What was the mission? Who was the composition? Who pays for the organization and expenses? And how did the connection is to mountain ash?

Enough of the questions, we note:
Obviously, for the Council of a municipality as the stimulus very large mountain ash, preserving the diversity of the local school structure with a new whole-school model not only sondern zu erweitern. Man folgt dem Slogan vom `gemeinsamen längeren Lernen´ und fühlt sich offensichtlich nicht gehalten, ernsthaft zu prüfen, wie es denn um die Qualität der versprochenen – und später dann vergebenen - Abschlüsse in Gesamtsystemen bestellt ist. Man wird von Kommunalpolitikern ja auch kaum erwarten können, dass sie auch nur eine der zahlreichen wissenschaftlichen Untersuchungen und fachlichen Veröffentlichungen gelesen haben, die belegen, dass differenzierte Systeme in aller Regel bessere Ergebnisse erzielen als die, in denen die Schüler unterschiedlichster Lernniveaus in den Kernbereichen des Unterrichts zusammengefasst werden.
Vielleicht hätten zumindest die Ratsmitglieder der CDU berücksichtigen may, therefore, is that their party at the country level to improve the differentiated education.
required for many elements of the ash Berger approach it that is not the comprehensive school principle ("a school of the years 5 through 10 for all girls and boys living in the town of Ash Mountain"), you can always existing schools - one way or another - basic and improve significantly. In
mountain ash and everywhere else.

But it might well be expected that there will be more `ash mountain pass'. And the government need only wait until there are further such requests to them as the top school in the Ministry of Supervision - as announced – als „Schulversuch“ durchwinken zu lassen.

Und so lehrt Ascheberg, dass die schulpolitische Realität in NRW doch nicht so einfach zu erklären ist wie mit dem Prinzip der abwartenden Spinne.
Deren Vorgehen ist – gemessen an dem, was hier abzulaufen scheint – geradezu plump.