Tertium Comparationis, Vol. 9 (2003), No. 2

Editor: Marianne Krüger-Potratz

Contents

• Editorial
• Henning Pätzold: Opening Gates – virtuelle Konferenzen als Möglichkeit des internationalen pädagogischen Austauschs
• Christos Govaris und Anastassios Kodakos: Multikulturelle Gesellschaft und interkulturelle Erziehung: Orientierungen griechischer Volksschullehrerinnen und Volksschullehrer – Ergebnisse einer explorativen Studie
• Kalliope Vrinioti: Die Zusammenarbeit zwischen Kindergarten und Primarschule in Deutschland (Hessen) und in Griechenland. Eine empirisch-komparative Untersuchung der Einstellungen und der Zusammenarbeit von Kindergartenerzieher(inne)n und Primarschullehrer(inne)n in beiden Ländern
• Ines Stolpe: Erschaffung eines Drittweltlandes: Nomadenbildung in der Mongolei
• Manuel Metzler: Schulabstinenz und schulische Gewalt in Japan
• Götz Hillig: Erziehung im Kibbutz – Ein Überblick für Pädagogen in der postsowjetischen Ukraine
• Verzeichnis der Autoren
• Berichte und Notizen
• Rezensionen

Henning Pätzold

Opening Gates – virtuelle Konferenzen als Möglichkeit des internationalen pädagogischen Austauschs

From 12th to 14th February, 2001 the MOFET Institute for Curriculum Planning and Teacher Training (Tel Aviv / Israel) ran an international virtual conference. Based on this example the following text discusses chances and limits of virtual conferences (with special reference to pedagogics). It centers on general questions concerning communication in online conferences. First a short description of the conference will be given. Then issues in the field of language, space, time and integration in the working process, as well as computer mediated and written communication will be discussed. Eventually a summary and a prospect on further possible ways of integrating online-conferences in the international scientific discussion will be given.

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Christos Govaris und Anastassios Kodakos

Multikulturelle Gesellschaft und interkulturelle Erziehung:
Orientierungen griechischer Volksschullehrerinnen und Volksschullehrer – Ergebnisse einer explorativen Studie

Greece changed from a sending country to a receiving country of migrants during the 1990s. The current multicultural composition of students and the challenges that emerge from this constellation demand a change of view in the whole educational system, which in itself is traditionally focused on monolingual and monocultural education. The main aims of our qualitative study are (a) to analyze the attitudes of teachers regarding the living together of natives and migrants, and (b) to describe their ideas concerning the content of intercultural education. On the whole, ten female and eight male teachers from the Dodekanes region took part in this explorative study. The analysis of the interviews reveals that these teachers see a multicultural society and an intercultural education as a burden rather than a challenge. The defensive attitudes found are to be seen in close connection to the assimilative orientation of the Greek school system, respectively to the lack of positive ways of dealing with differences; to the enormous meaning of history for the collective and individual perception of oneself and of others, and to the inadequate institutional support.

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Kalliope Vrinioti

Die Zusammenarbeit zwischen Kindergarten und Primarschule in Deutschland (Hessen) und in Griechenland.
Eine empirisch-komparative Untersuchung der Einstellungen und der Zusammenarbeit von Kindergartenerzieher(inne)n und Primarschullehrer(inne)n in beiden Ländern

The subject of the present research project is the cooperation between kindergarten and primary school teachers in Greece (Athens) and Germany (Frankfurt, Hessen). The pedagogical interest in this subject results form the fact that the cooperation between kindergarten and primary school is a condition of primary importance for the transition without problems of the children from kindergarten to the primary school. The attitudes and opinions concerning their mutual cooperation were investigated with a standardized questionnaire in Greek and German. Questions concerning conditions facilitating or impeding cooperation were also included into the questionnaire in view of the importance of cooperation for the normal transition of children from the kindergarten to the primary school. Some significant differences emerged from the comparison of the answers given by Greek and German kindergarten and primary school teachers.

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Ines Stolpe

Erschaffung eines Drittweltlandes:
Nomadenbildung in der Mongolei

Until 1990, the beginning of the transformation process, the Mongolian education system was widely acknowledged as exemplary with regard to ensuring access and quality for a nomadic, mobile population. When the socialist system collapsed, Mongolia experienced an economic breakdown, and as a result, was classified as a developing country. This study analyses the impact of the status loss from "Second" to "Third" world on the education of nomads. The focus is on the changing paradigms of external assistance that accompanied the shift from "internationalist" to "international" cooperation. In addition, this article traces various educational reform policies of the 1990s, and analyzes the puzzle why the education of nomads remained an anathema for the international donor and loan communities. The author suggests an interpretative framework used to explain both, the particular "need for externalization" of the Mongolian Ministry of Education and the "transfer vacuum" that international organizations faced with regard to nomadic education.

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Manuel Metzler

Schulabstinenz und schulische Gewalt in Japan

German media show a tendency to exaggerate the problematic outcomes of the Japanese education system. Stress and aggression are described as omnipresent, youth as a lost generation. International comparison can serve as a means to qualify these assumptions. The author collects and analyses figures on school violence and school absenteeism. He finds that absenteeism in Japan may be about as high as in Germany, and that Japanese students are by far less violent than their German counterparts. Doubtlessly, the Japanese education system has its problems, but put in relation to the German case, their actual size does not justify the overly critical and thus self-satisfied view of German media.

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Götz Hillig

Erziehung im Kibbutz – Ein Überblick für Pädagogen in der postsowjetischen Ukraine

The Israeli kibbutzim – egalitarian and socialist communities within a capitalistic society – especially during the prestate period, played a major role in agricultural development, land reclamation, border defense and the pioneering of new forms of human settlement. Each member should be involved in the kibbutz according to his capabilities; everybody receives from the kibbutz according to his needs. The program of communal education practiced there until the 1980s is considered the most comprehensively explored educational system worldwide. The most significant characteristic of kibbutz education was the communal sleeping arrangement, i.e. the children slept not in the home of their parents, but with their peers in the children's houses where nurses (metaplot) took care of them. The collective as a whole felt responsible for the upbringing of the children. That system was regarded as the best prerequisite for preparing them for communal life. This paper, originally written for a Poltava pedagogical journal, describes and analyzes the devel-opment and changes of the system of kibbutz education. For ideological reasons the Ukrainian reader in Soviet times had no possibility to become acquainted with the world of the kibbutz. It must not be forgotten that the collective principle of this community is connected to the principle of voluntary participation. In that way life in the kibbutz is fundamentally different from life in the so-called socialist countries. The article presented here is based on the international specialist literature on this topic. In addition, some source materials which in the field of kibbutz research have been unknown up to now could be utilized for the first time.

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