Tertium Comparationis, Vol. 11 (2005), No. 1

Editor: Sabine Hornberg

Contents

• Editorial
• Ulrich Baumann: Interdisziplinarität, Transdisziplinarität, Integralität – kann der britische Cultural Studies-Ansatz wegweisend sein für das Verhältnis von Vergleichender Erziehungswissenschaft und Erziehungswissenschaft?
• Mikiko Eswein: Meritokratie in Japan und Deutschland – Analyse der gesellschaftlichen Eliten
• Peter J. Weber: 'Computer literacy' im Vergleich zwischen europäischen Nationen – Zielgröße des Bildungswettbewerbs in der Wissensgesellschaft
• Wolfgang Böttcher: Einige Bemerkungen zur Zukunft der europäischen (Aus-)Bildung. Oder: Zehn Jahre Weißbuch 'Lehren und Lernen' der Europäischen Kommission
• Hermann Röhrs: The Heidelberg International Comprehensive School as a Peace School and UNESCO Project School
• Verzeichnis der Autoren
• Berichte und Notizen
• Rezensionen

Ulrich Baumann

Interdisziplinarität, Transdisziplinarität, Integralität – kann der britische Cultural Studies-Ansatz wegweisend sein für das Verhältnis von Vergleichender Erziehungswissenschaft und Erziehungswissenschaft?

Although there is hardly any doubt among comparative educationalists in Germany that Comparative Education is part of the discipline Educational Science, the discussion of alternatives from other points of view seems to be justified (e.g. the German society of comparative educationalists organized a conference under the topic 'Comparative Education within the structure of disciplines of Educational Science'). The article discusses the question whether the British Cultural Studies Approach could be held up as an example of freeing comparative education studies from disciplinary boundaries. Originally, the British Cultural Studies Approach was introduced to surmount these boundaries and overcome the limitations of many dominant approaches and disciplines. At the beginning the article deals with the term and the concept of Cultural Studies and gives a short outline of its historical development. The project of Cultural Studies is supposed to be independent of disciplines but also as interdisciplinary, transdisciplinary, multidisciplinary and sometimes anti-disciplinary. As far as its exemplariness for the comparative education studies is concerned, the discussion of five theses leads to a plea that is even made in a similar way by protagonists of Cultural Studies. Comparative education studies should always have a home discipline, and for many reasons Comparative Education under the aegis of Educational Science seems to be the best one.

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Mikiko Eswein

Meritokratie in Japan und Deutschland – Analyse der gesellschaftlichen Eliten

In this contribution, the conditions of social mobility in Japan are studied and then compared with those in Germany, in order to find out whether the German three-track system of secondary education is the main reason for the unequal access to higher education in this country. Since the end of the Second World War, Japan has a one-track educational system, which makes it very interesting for such a comparison. In order to grasp the conditions of social mobility in Japan and Germany, two working hypotheses are first established – (a) access to elite positions is determined by education; (b) access to elite positions is determined by social origin –, which are then verified for both countries, using findings from representative elite studies.

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Peter J. Weber

'Computer literacy' im Vergleich zwischen europäischen Nationen – Zielgröße des Bildungswettbewerbs in der Wissensgesellschaft

ICT-based education can be used as a driver to initiate economic growth and societal development in the knowledge based society. 'Computer literacy' is recognised as a key competence to manage the challenges of this technique driven society. Therefore the European Union gathers information about the framework and the use of computers and the Internet in the schools of their member states – also by using results of school assessment studies like PISA or PIRLS. This article shows that there are different patterns of computer equipment and use in the European Union which depend to some extent on the basic structures of the educational systems. It will be demonstrated that nations with sustainable reforms in the last decades to decentralised structures are more 'modern' than others in terms of computer equipment and use. The article enlightens also the differences between the three terms 'computer literacy', 'digital literacy' and 'media competence' and their 'mixed use' in political but also academic discussion. In summary it will be stated that the discussion about 'computer literacy' misses a clear conceptualisation and sustainable empirical investigation methods.

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Wolfgang Böttcher

Einige Bemerkungen zur Zukunft der europäischen (Aus-)Bildung. Oder: Zehn Jahre Weißbuch 'Lehren und Lernen' der Europäischen Kommission

Ten years ago the European Commission published the White Paper 'Teaching and Learning'. It describes the European society as being in a "transitional phase towards a new form of society". In the Commission's view education can give two main answers to the complex changes: Reintroducing a broad base of knowledge and building up employability. To combat social exclusion is regarded as one of the central general objectives of education. This article argues that ten years later the main issues of the White Paper should now be a priority on the European agenda and should be more seriously reflected in current strategies of educational reform in Germany.

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Hermann Röhrs

The Heidelberg International Comprehensive School as a Peace School and UNESCO Project School

The essay provides a comprehensive account of the Heidelberg International Comprehensive School as Peace School and UNESCO Project School. First of all there is an outline of the main factors influencing the establishment of the school in 1974, these being certain approaches within the framework of education reforms, as well as the resulting Peace Education aspects. Following this there are some insights into the planning phase, which involved amongst others the Ministry of Education, The Lord Mayor, the Planning Group made up of academics, representatives of the teaching staff and parents. Examples of practice within the school are discussed; the practice is typified by its international character, e.g. links with schools in other countries, above all the high proportion of foreign children who have been integrated, through other forms of international cooperation, and finally through various topic areas pertaining to Peace Education (for instance, English lessons as a means of integrating foreign pupils, co-operation with an old people's home, environmental projects, mediation incorporating active involvement by pupils). Because of the pioneering efforts of the school in the field of Peace Education and extensive public recognition, the school was granted the status of UNESCO Project School in 2001. Overall, the article gives a differentiated overview of the basic concepts of Peace Education and of opportunities for putting these into practice within a school context. In so doing the essay once again raises our awareness of the fundamental and vital significance of Peace Education for our times, despite efforts towards globalisation.

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