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Tertium Comparationis, Vol. 12 (2006), No. 1

Editors: Sabine Hornberg, Peter J. Weber

Contents

Klaus Schleicher

Europas Bildungsgeschichte. Ursachen des Gemeinsamen und des Unterschiedlichen?

What we regard as common interests or differences in European education depends quite strongly on our conception of 'Europe' and our ideas of 'educational history'. On the one hand the culture of Europe was and is perceived from quite different national or professional perspectives. On the other hand educational history includes different periods and content areas if one looks either at formal or at informal education. Here some informal and formal learning effects on European attitudes are considered. How their importance and overlapping changed at different times as well as in different sectors and areas will be exemplified. Probably informal learning is much more influential than formal education to common interests and differences in Europe although it gains much less political, educational and public attention. These dichotomies are discussed with reference to long-term developments and short-term politics in Europe.

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Ingeborg Berggreen-Merkel

Nationale Identitäten und ein gemeinschaftlicher Bildungsanspruch der EU – ein unauflöslicher Widerspruch?

This article raises the question whether there is a contradiction for the formal education between national identities and a common European objective for education. This could be the case because the different educational systems are the result of old national traditions and the expression of national identities. The article gives an overview over the development of a European educational policy to clarify this tension between education and European identities.

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Jeroen Darquennes

Sprachenvielfalt und Bildungssysteme – Über die mögliche Rolle des Unterrichts in Sprachrevitalisierungsprozessen

Today's European Union counts ca. 80 minority speech communities that are represented by ca. 40 to 70 million of the ca. 450 EU-inhabitants. The majority of these communities still have difficulties to secure the intergenerational transmission of the minority language. EU-sponsored projects (e.g. Euromosaic and SMiLE) as well as other scientific publications clearly confirm that most of the minority speech communities still are subject - though to a different degree - to societal language shift. In an attempt to reverse societal language shift minority speech communities tend to rely on minority language education. After broadly describing the general situation of autochthonous European minority speech communities and the European discourse that surrounds them this contribution examines a few possible prerequisites needed to turn minority language education into an essential part of attempts to reverse language shift.

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Peter J. Weber

Die endogene Wachstumstheorie und ihr Einfluss auf die Bildung in der Wissensgesellschaft

Recently the argument is raised in political discussions that an increasing productivity could be reached by capital investments in education. The Directive on Services in the Internal Market of the European Commission or the General Agreement on Trade in Services are pushing this process where education is only a kind of tool for reaching a strong European economy without taking into account the challenge of value based European education. In this article we will look critically to the main driver in the 'economisation' of education: the theory of economic growth. The economically driven European and world society could be seen as the major reason for this economisation of education.

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Christine Zeuner

'Citizenship Education' – Brücke zu einer europäischen Identität?

Traditionally, concepts of citizenship education aim at integrating immigrants as well as new generations of citizens in a certain society. The concepts are usually closely related to the idea of a 'nationstate', implying rights of inclusion and exclusion according to social and political status. An extended understanding of citizenship education as it was for example developed in the notion of global learning, which aims at the 'global citizens', surpasses the boundaries of national thinking. Various international concepts of citizen, citizenship, and citizenship education are discussed in order to develop a concept of European citizenship education which might help to shape a 'European identity'.

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