Tertium Comparationis, Vol. 3 (1997), No. 1
Editors: M. Krüger-Potratz (Universität Münster), Wilfried Bos (Max-Planck-Institut für Bildungsforschung)Thema: Bildungspolitik und Pädagogik international / Disziplingeschichte
Contents
- Editorial
- Gero Lenhardt & Manfred Storck: Neokonservativer Materialismus und Schulentwicklung in der BRD und der DDR
- Hans-Georg Kotthoff: Schulinspektionen als Motor der Schulentwicklung? Englische Erfahrungen mit einem reformierten Schulinspektorat
- Bozena Himmel: Maßnahmen zur Qualitätssicherung der Allgemeinbildung in der Tschechischen Republik: Zentralabitur und Evaluationsverfahren
- Sonja Steier-Jordan: Polnische Hochschulpolitik nach dem Umbruch 1989
- Christina Allemann-Ghionda: John Deweys Einfluß auf die italienische Schule nach dem Zweiten Weltkrieg
- Athanasios Marvakis: Vergleichende Erziehungswissenschaft im Übergang. Vom "Ausland als Argument" zur Kooperation mit "ihm" - eine Skizze
- Polymnia Zagefka: Pour un nouveau cadre d'analyse de la sociologie de l'éducation européenne: histoires nationales et pratiques institutionelles
- Verzeichnis der Beitragenden
- Berichte und Notizen
- Rezensionen
Gero Lenhardt & Manfred Storck
Neokonservativer Materialismus und Schulentwicklung in der BRD und der DDR
This comparative study focuses on the development of formal education in the two German states. It is demonstrated how the remnants of traditionalism in both states gave way to modernization. The norms of modern citizenship were institutionalized in the organizational structure of the schools, in their curricula and in the institutional roles of teachers and students. The manifold differences between the two educational systems reflect specific normative ideas of liberal and socialist citizenship.
Download ArticleHans-Georg Kotthoff
Schulinspektionen als Motor der Schulentwicklung?
Englische Erfahrungen mit einem reformierten Schulinspektorat
This paper deals with the newly reformed English school inspectorate OFSTED. The author analyses its function and structure and examines the intended and achieved effects of the inspection process. By drawing on inspection guidelines and case study material the article focuses on the question whether school inspection leads to school improvement. It is argued that while this may well be true for the presented case study it is questionable whether the new inspection system will have equally beneficial effects on the school system as a whole. However, most recent developments and changes of the inspection framework reveal OFSTED's gradual shift of emphasis from control to (more) consultation, which could eventually lead to the intended school improvement.Bozena Himmel
Maßnahmen zur Qualitätssicherung der Allgemeinbildung in der Tschechischen Republik
Zentralabitur und Evaluationsverfahren
Similar to other postcommunistic countries a huge reform took place in the Czech Republic after the political change in autumn 1989. Also, without further delay considerable steps were undertaken on the side of education towards democratisation, decentralisation and humanisation. There was a loosening of centralistic planning structures and a far-reaching liberalisation was advanced. This established an increasing enlargement in the free scope of action for some school facilities. After more than six years of more or less spontaneous development there is a gradual phase of consolidation at hand which, among other things, has been started by the OECD-committee of experts initiating an evaluation of the general educational school system in spring 1996. The main attention is focussed now on the question of the quality of education as well as on the establishment of methods to check them and to secure the comparability of the final examinations - an emphasis which has analogous efforts in west european countries and, therefore, appears to be particularly remarkable.Sonja Steier-Jordan
Polnische Hochschulpolitik nach dem Umbruch 1989
The educational system in Poland has been transformed since 1989. Since then especially higher education has been subject to radical reforms tending towards growing autonomy and diversification, and an increasing number of students and graduates. This article is concerned with these developments and analyses them in the context of general strategies of educational policy. The sources of my studies are various concepts und projects of the Polish Ministery of Education and the reactions and opinions of the academic community.Christina Allemann-Ghionda
John Deweys Einfluß auf die italienische Schule nach dem Zweiten Weltkrieg
After the end of the Second World War, Italy was the first country of the Axis (Germany, Italy, Japan) to undergo a process of »reeducation« by the allied troops, concerning in the first place the system of education. Under the direction of American scholars and school innovators, school syllabi and textbooks were rewritten in order to replace the ideological indoctrination, exerced by the Faschist regime from 1923 to 1943, by democratic ideas. This article reconstructs the different phases of the influence of John Dewey's progressive education in Italy, an influence which was predominant in policy and experimental schools as well as in educational theory in the period immediately following the War, but was almost eliminated from policy documents in a restaurative backlash during the Cold War. From the sixties on, Dewey's pedagogical thought, constantly very much discussed in liberal, laicist and marxist pedagogies, gradually and selectively regained influence in policies and reforms.Athanasios Marvakis
Vergleichende Erziehungswissenschaft im Übergang
Vom "Ausland als Argument" zur Kooperation mit "ihm" - Eine Skizze
The contribution tries first to capture the »state of the art« of comparative education, with the situation in Germany serving as a background. On the basis of this description the contribution aims to sensitize comparative education as a discipline to the need of restructuring its field. After the flourishing of comparative education as a result of the existence of nation states, especially the processes leading towards globalization/internationalization of social circumstances, which have become noticeable during the last years, and which have brought with them a functional change of nation states, cannot remain without consequences for (comparative) education. It therefore becomes necessary to think about »internationality and education«. Cooperation will have to be systematized in order to come to relevant assessments of what direction the development of comparative education can/must take in the new world (dis-)order.Polymnia Zagefka
Pour un nouveau cadre d'analyse de la sociologie de l'éducation européenne
Histoires nationales et pratiques institutionelles
The present paper analyzes the main trends in sociological studies of education from a cross-national perspective in seven European countries, namely, France, Germany, Greece, Italy, Spain, the Netherlands and the United Kingdom. It proposes a frame of analysis focusing on the relationships between the sociology of education and the social contexts in which this academic discipline is embedded. Topics addressed include: i) national variations in disciplinary boundaries definitions; ii) specific trends concerning the export/import process of sociological theories and research formulas; iii) the influence of the public debate arenas and of the educational policies on the research agenda and iv) the interrelation between the professional careers and the evolution of this research field.Acrobat and the Acrobat logo are trademarks of Adobe Systems Incorporated.
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