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.
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